Juventude (s) e participação: construção da justiça restaurativa em escolas públicas
The Brazilian public school is a reflection of the conflicts experienced in society in general with its multiple cultural expressions of violence. In this context, we start from the assumption that punitive educational practices are insufficient for the effective resolution of conflicts experienced...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/44898 |
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| Resumo: | The Brazilian public school is a reflection of the conflicts experienced in society in
general with its multiple cultural expressions of violence. In this context, we start from
the assumption that punitive educational practices are insufficient for the effective
resolution of conflicts experienced in school daily life. It is necessary to create strategies
that re-signify the educational sphere with the exercise of a different look based on the
restorative paradigm. This is accomplished through the rescue of cooperation and
solidarity networks that favor belonging in relation to the school, as well as the foundation
of a culture of peace. This research brings reflections on the construction of restorative
justice in the school environment with regard to the participation and social organization
of youth in public schools in the cities of Natal-RN and Fortaleza-CE. Restorative justice
is a possibility that points to the unity in heterogeneity from the systemic experience that
reveals the interconnection of plural actors - teachers, students, managerial nucleus and
other professionals. Restorative action takes place with the incorporation of practices,
such as: peace circles and conflict mediation. The questions are guided by the following
problematization: What are the strategies that give meaning to the realization of
restorative justice in public schools? The objective is to understand the actions that
characterize the restorative procedures experienced in schools. Our hypothesis is that the
tools of restorative justice focus on the autonomy of individuals, as well as favor active
listening, dialogue and participation. The approach of this investigation is qualitative,
with data collection carried out from 2017 to 2020. We use direct observation,
questionnaires, semi-structured interviews and focus groups as research techniques. Thus,
we problematize the logic of the social institution when creating bonds of sociability, as
well as looking for new horizons to rescue the educational function of the school. |
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