This research chose as the object of analysis the participation of public schools in elementary school located in the town of Breves-PA network to fight the sexual exploitation of children and adolescents. In this sense, it was proposed as a problem the following question: in the period 2005 to 2010, as did the participation of public schools in elementary school located in the town of Breves-PA network to fight the sexual exploitation of children and adolescents? The study aimed to analyze the actions taken by public schools in the city of Breves-PA that are aimed at coping with the sexual exploitation of children and adolescents from the proposals submitted for coping the school by public policy, discussing key categories such as curriculum and teacher training. The methodology consisted of literature and empirical research, using semi-structured interviews because it is the instrument that allows access to school administrators, coordinators and teachers teaching to the knowledge of their actions and interactions in relation to the theme of child sexual exploitation. From a universe of eighteen elementary schools located in the city, were chosen two, a school of 1st to 5th grade and other school of 6th to 9th grade, for presenting in the period 2006 to 2010 shares teaching strategies involving students in different age groups (from 06 to 14 years approximately), as well as the whole school community in the prevention of sexual exploitation. The selection of interviewees was through contact with the subject of schools, which focused on those respondents with direct participation in intervention projects. Therefore, we selected 02 (two) managers of schools, two (02) educational coordinators and 06 teachers. The analysis of material obtained in the interviews were conducted with the theoretical tools and methodological enabled by content analysis, with the backdrop of the proposed analytical framework for the historical and dialectical materialism. The theoretical framework used analysis follows the research conducted by Azambuja (2004), Brino and Williams (2003 and 2009), Brino (2006), Faleiros (2004), Fraga et al (2008), Franzoni (2006), Leal (2004), Liborio (2005, 2006 and 2009), Rocha (2010), Sanderson (2005), Santos (2007), Silva (2007), Viodres Inoue and Ristum (2008) and other researchers dealing with curriculum, training teachers and child sexual exploitation of children and adolescents in safety nets, especially the performance of the school. The survey results demonstrate the participation of elementary schools in combating sexual violence (abuse), without interfering significantly in situations of sexual exploitation. The cases of abuse, when identified or reported by children, are reported to the Guardian Council. For suspicion of sexual exploitation is not made the notification to this Council, but only in some situations conversation with the family, which generally denies the existence of these and it omits the processes of resolution. The curricula of the schools include the issues of sexual abuse and exploitation in a disciplinary manner, through travel plans and classrooms, as well as an interdisciplinary way, through collaborative teaching and learning. These projects are conducted over a period of years, but the schools surveyed seek to print a character of permanent realization. Finally, teacher training for child sexual exploitation has reached all / the teachers / them, much less to the school, effectively covering a very small portion of these, focusing more directors and coordinators.
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