Formação inicial das guardas civis municipais e prevenção de práticas autoritárias: uma análise comparativa das matrizes curriculares de Recife, João Pessoa e Palmas

Abstract

This study analyzes the extent to which the initial training curricula of the Municipal Civil Guards of Recife, João Pessoa, and Palmas incorporate human rights in a transversal manner compatible with the Democratic Rule of Law, considering their relationship with the containment of authoritarian practices in municipal public security. It adopts a qualitative, bibliographic, documentary, and comparative approach, structured as a multiple-case study, based on the analysis of the National Curriculum Matrix for Municipal Guard Training, the National Human Rights Education Plan, legal and institutional frameworks, and municipal curricula covering the period from 2014 to 2025. The analysis focuses on the formal presence and curricular density of human rights, technicaloperational centrality, curricular transversality, use of force, conflict mediation, and projected professional identity. The findings show that human rights are formally present in all three curricula, although with different levels of density and distribution, while technical-operational components account for a substantial share of training, particularly in João Pessoa and Palmas. Operational concentration, however, is not sufficient evidence of authoritarianism, just as the existence of a specific human rights course does not demonstrate transversality. The documents reveal possibilities for articulating human rights, mediation, community-oriented action, and the use of force, but they do not support the conclusion that such integration is pedagogically effective and systematic throughout the training process. The hypothesis therefore receives partial support at the documentary level: the formal presence of human rights is insufficient to characterize democratically oriented training when their principles are not demonstrably incorporated into the components through which the concrete exercise of public authority is taught. Based on the comparative findings, the study treats the curriculum as an instrument of a public training policy and applies the public policy cycle to its formulation, implementation, evaluation, and revision, proposing curricular governance guidelines and a training model oriented toward the integration of technical competence, legality, proportionality, mediation, prevention, non-discrimination, accountability, and protection of human dignity