THE FOUR PILLARS OF THE 10TH CICOM SCHOOL PATROL: CRIMINOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF A SOCIO-EDUCATIONAL ACTION FOR PREVENTION AND PROTECTION IN THE SCHOOL ENVIRONMENT

Abstract

This article examines the theoretical foundations of the Integrated Operational Model of the School Patrol run by the 10th Community Interactive Company of the Military Police of Amazonas (10th CICOM), structured around four pillars: preventive patrolling, school visits, educational actions and incident response. It argues that, taken together, these pillars do not constitute a mere policing strategy but a socio-educational action, provided the institutional limits of police work are respected and permanent dialogue with the school community is maintained. This is a bibliographic and documentary study, qualitative in approach and theoretical-analytical in nature, which analyses the ordinance that established the model in the light of developmental criminology, prevention theories, community and problem-oriented policing, situational prevention, critical and dialogical pedagogy and the doctrine of integral protection. It is argued that the four pillars form an integrated cycle of prevention, diagnosis, intervention and replanning, in which each component acts on distinct factors, such as opportunities, vulnerabilities, bonds and concrete situations of violence, and depends on the others. The model's main pedagogical contribution lies in understanding that school safety and education are not competing dimensions but complementary ones, oriented towards the integral development of children and adolescents. The empirical literature is used critically: mere police presence does not make schools safer and may increase exclusionary discipline and early criminalisation, which is why the model requires safeguards against stigmatisation and revictimisation and depends on the specialised preparation of officers.