The paper provides subsidies for teachers in proposing and implementing actions to prevent Gender-based Violence (GBV) in the school context. It derives from a broader study that aimed to offer scientific evidence to support school actions for the prevention of GBV, specifically in the Brazilian context. High GBV indexes in this country (Waiselfisz, 2015) and the frequent victimization of girls in the school context (Duque & Teixido, 2016; UNESCO, 2017) calls for preventive actions to be taken. Given that research on GBV in school is scarce in Brazil (Nesello et al., 2014) it is necessary to provide sound scientific evidence that can base actions to effectively tackle the issue. Searches were conducted in Brazilian and international databases using GBV and school-related descriptors to identify if the low production is characteristic only in Brazil or in the international context as well. The analysis comprised 11 Brazilian studies and 30 international papers. Transformative and exclusionary elements (Gómez et al, 2006) were identified in the texts. In the international literature, we observed that recent research has been analyzing actions developed in schools aiming for GBV prevention and some of their impacts. The actions described in the international dataset are most frequently conducted in an extracurricular context and are primarily focusing on raising awareness about GBV and on providing information. Tremblay et al. (2008), Oliver (2014) and Duque & Teixido (2016) highlight the importance of violence prevention in the first years of school, focusing on the reduction of student aggressiveness, community participation in preventive strategies to overcome violence at school, and strengthening school management and peer group in the development of actions. The literature on violence prevention indicates some key characteristics that should be considered when conducting violence preventive actions: working with the whole school community; empowering women (Vidu, Valls, Puigvert, Melgar, & Joanpere, 2017) and strengthening egalitarian masculinities (Flecha et al., 2013); bystander training (Vidu et al., 2017). The present study concluded that the existing literature on the topic, although still lacking more broad and in-depth studies and clearer evaluation criteria, provides elements that are relevant to overcome gender violence, some of them are teacher preparation, , strengthening egalitarian relations, strengthening people as active spectators, scientific evidence-based actions, , acting at various school levels, training on gender violence in the university curricula, actions targeting male population, investing in preventive actions and not just remediation, and implementing longer-term studies” (Prezenszky et al., 2018).

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