The Violence/criminality is a widely researched topic. However, school policing under the justification of combating violence/crime in schools, is not. This research has as its main subject: the school policing carried out by the Companhia Independente de Policimento Escolar (CIPOE), a police company of the Military Police of Pará, which operates in and around the state schools from Pará in the cities of Belém, Ananindeua and Marituba. We take CIPOE as a public policy of public security. The main goal was to analyze the spatialization strategies of this Company and how this public security policy is effective in the school environment. The time frame of school policing studied here took place between the years 2012 to 2019. The methodology had three stages : 1) theorical review on the topic; 2) fieldwork, where we made observations and experienced the environment in which the research was developed. Here, we also did interviews with police officers, commander, lieutenant, sergeant and corporal. The interviews with the school community were with principals, teachers, technical-pedagogical staff and students; 3) we systematized the data in tables, charts and maps and then interpreted. The research results show that CIPOE is capable of producing territories through the
implementation of its program strategies, which has a main processes the Ordinary School Rounds (REO), School Occurrence Service (AOE) and the construction of School Security Plans (PSE) and to ease the performance of CIPOE it uses part of the territorial ordering of public security in Pará, but also makes its own ordering, the Territorial Sectors of School Policing. It is also concluded that there are several conflicts regarding the implementation of school policing by the various actors involved in this process, such as the school community
and CIPOE. The research is presented four chapters: 1) from concepts to public security policy:
CIPOE; 2) the geographies of school policing in Belém, Ananindeua and Marituba, Pará; 3) the
geographies of CIPOE numbers; 4) school policing: practices, disputes and conflicts.
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