The role of civil society in initial teacher training for the prevention of extreme violence against schools

Abstract

This article reports on the experience of training educators to prevent extreme violence against schools through a project conducted by a civil society organization in partnership with the State University of Paraná, in response to the rise in school attacks and the intensification of public debate on the subject, using Human Rights Education as the central framework for reflection. The text provides an analytical report of the experience, based on institutional records of training sessions, end-of-course evaluations, institutional documents, and technical literature. The findings show that initial teacher training grounded in Human Rights Education and in the understanding of the factors that contribute to young people's radicalization into extremism fosters the development of new educators' autonomy to address the problem, constituting an important strategy for preventing attacks against schools.