Abstract:

Service learning is an educational methodology that integrates academic training and social practice, linking theory, action, and community engagement. This study analyses the integrated work of the network combating domestic violence in the municipality of Inhumas, State of Goiás, based on the experience of the Maria da Penha Patrol of the Military Police. The objective is to understand how cooperation between public institutions and the community shapes institutional and social learning processes, strengthening the effectiveness of Emergency Protective Measures (MPUs) and promoting a culture of equity and citizenship.

We adopted a mixed methods approach, combining quantitative analysis of data from the Maria da Penha Panel of the Goiás Military Police with qualitative research on local interinstitutional practices. The quantitative stage involved gathering information on 248 ongoing MPUs, 168 revoked MPUs, seven assisted outside the state, and nine not located. Variables such as age group, education level, occupation, and ethnic-racial profile of the women served were analysed. In the qualitative stage, observations and documentary analyses were carried out with the municipal protection network, involving public security, justice, and social assistance.

The results reveal that domestic violence affects women from different social classes and levels of education, predominantly between the ages of 35 and 44 (35.9%), followed by those aged 25 to 34 (23.4%) and 18 to 24 (14.5%), which are economically active age groups. Most of the women assisted (victims) identify themselves as mixed race (61.7%), followed by white (33.6%), black (4.2%) and Asian (0.5%), reflecting local ethnic diversity and the need for policies that are sensitive to inequalities. In terms of education, 31% have primary education, 43% have secondary education, 22% have higher education, 3% have specialisation, and less than 1% are illiterate. Integration between the Military Police, Civil Police, Penal Police, Public Prosecutor's Office, Judiciary, Public Defender's Office, social assistance agencies and the education network is essential for the effective monitoring of measures and the prevention of revictimisation. This cooperation constitutes a space for continuous learning, in which public professionals and the community share responsibilities and develop innovative protection practices.

From an educational perspective, the experience reveals that tackling domestic violence goes beyond repression, constituting a formative process aimed at strengthening citizenship and social transformation. Applying the principles of service learning in public policy allows for linking knowledge, practice, and community engagement, promoting the development of ethical and democratic skills. It can be concluded that the experience of Inhumas represents a model of collaborative governance capable of integrating science, public management and social participation, in line with the goals of gender equality, justice and peace of the United Nations 2030 Agenda.

Keywords:

Public administration, public policy, service learning, community engagement, domestic violence, interinstitutional governance.