This article analyzes the school as a social and pedagogical space for learning about democracy and preventing deviant behavior and non-conforming attitudes, that is, preventing violence. It thus analyzes the rediscovery of the school from the Dewy proposal, which maintained that learning should occur through experiences, in which students would place themselves in real situations to try to resolve them collectively. It then presents the relationship between social integration and disintegration and the possibilities for action in this context based on the proposal of a social and pedagogic school, focusing on the dimensions of emotional and social recognition in contexts of violence prevention. In conclusion, it discusses possibilities for expansion of the field of action of social workers in the school reality.
educational social pedagogy; educational Social Work; educational socio-pedagogy; violence prevention; antiviolence social programs