The conception of educational action in the municipal guard statute and its interface with school violence

Abstract

This article analyzes the conception of educational action set forth in Law No. 13,022/2014 (General Statute of the Municipal Guards), relating it to the theoretical frameworks of Paulo Freire, Dermeval Saviani, and José Carlos Libâneo, with the aim of understanding its normative scope and its implications for the performance of the Municipal Guard in the school context. A qualitative approach was adopted, based on documentary research of the legislation. The analysis identified that, although the term educational action is not explicitly defined in the law, its principles—such as the protection of human rights, preventive patrolling, integrated action, and conflict mediation—outline a formative and citizenship-oriented dimension of public security. It is concluded that the Statute opens up possibilities for action with pedagogical potential within the School Patrol Program, whose effective implementation depends on specific training and articulation with the schools’ pedagogical projects.