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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Bibliografische gegevens
Hoofdauteur: Ramos, Katury Rayane Rodrigues
Andere auteurs: Paiva, Irene Alves de
Formaat: doctoralThesis
Taal:pt_BR
Gepubliceerd in: Universidade Federal do Rio Grande do Norte
Onderwerpen:
Escola
Juventudes
Justiça restaurativa
Online toegang:https://repositorio.ufrn.br/handle/123456789/44898
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id ri-123456789-44898
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language pt_BR
topic Escola
Juventudes
Justiça restaurativa
spellingShingle Escola
Juventudes
Justiça restaurativa
Ramos, Katury Rayane Rodrigues
Juventude (s) e participação: construção da justiça restaurativa em escolas públicas
description 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.
author2 Paiva, Irene Alves de
author_facet Paiva, Irene Alves de
Ramos, Katury Rayane Rodrigues
format doctoralThesis
author Ramos, Katury Rayane Rodrigues
author_sort Ramos, Katury Rayane Rodrigues
title Juventude (s) e participação: construção da justiça restaurativa em escolas públicas
title_short Juventude (s) e participação: construção da justiça restaurativa em escolas públicas
title_full Juventude (s) e participação: construção da justiça restaurativa em escolas públicas
title_fullStr Juventude (s) e participação: construção da justiça restaurativa em escolas públicas
title_full_unstemmed Juventude (s) e participação: construção da justiça restaurativa em escolas públicas
title_sort juventude (s) e participação: construção da justiça restaurativa em escolas públicas
publisher Universidade Federal do Rio Grande do Norte
publishDate 2021
url https://repositorio.ufrn.br/handle/123456789/44898
work_keys_str_mv AT ramoskaturyrayanerodrigues juventudeseparticipacaoconstrucaodajusticarestaurativaemescolaspublicas
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spelling ri-123456789-448982022-05-02T15:17:40Z Juventude (s) e participação: construção da justiça restaurativa em escolas públicas Ramos, Katury Rayane Rodrigues Paiva, Irene Alves de http://lattes.cnpq.br/4840759559899907 http://lattes.cnpq.br/7842254018559167 Santana, Gilmar http://lattes.cnpq.br/2957801541347646 Sales, Ana Patrícia Dias http://lattes.cnpq.br/8695979411366952 Vasconcellos, Fernanda Bestetti de http://lattes.cnpq.br/7816244903166292 Pereira, Márcio Ferreira Rodrigues http://lattes.cnpq.br/0886576951570531 Escola Juventudes Justiça restaurativa 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. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES A escola pública brasileira é o reflexo das conflitualidades experimentadas na sociedade em geral com suas múltiplas expressões culturais da violência. Nesse contexto, partimos do pressuposto de que as práticas educativas punitivas são insuficientes para a resolução efetiva dos conflitos vivenciados no cotidiano escolar. É necessário criarmos estratégias que ressignifiquem a esfera educativa com o exercício de um olhar diferenciado baseado no paradigma restaurativo. Isso é realizado por meio do resgate de redes de cooperação e de solidariedade que favorecem o pertencimento em relação à escola, bem como a fundamentação de uma cultura de paz. Esta pesquisa traz reflexões em torno da construção da justiça restaurativa no ambiente escolar no que se refere à participação e à organização social das juventudes em escolas públicas das cidades de Natal-RN e de Fortaleza- CE. A justiça restaurativa é uma possibilidade que aponta para a unidade na heterogeneidade a partir da vivência sistêmica que revela a interconexão dos atores plurais - professores, alunos, núcleo gestor e outros profissionais. A ação restaurativa acontece com a incorporação de práticas, como: círculos de paz e mediação de conflitos. As indagações são norteadas pela seguinte problematização: Quais são as estratégias que dão sentido à concretização da justiça restaurativa nas escolas públicas? O objetivo é compreender as ações que caracterizam os procedimentos restaurativos vivenciados nas escolas. Nossa hipótese é que as ferramentas da justiça restaurativa colocam em foco a autonomia dos indivíduos, bem como favorecem a escuta ativa, o diálogo e a participação. A abordagem desta investigação é qualitativa com coleta de dados realizada no período de 2017 a 2020. Utilizamos como técnicas de pesquisa a observação direta, a aplicação de questionários, as entrevistas semiestruturadas e os grupos focais. Assim, problematizamos a lógica da instituição social ao criar laços de sociabilidade, como também buscar novos horizontes para o resgate da função educativa da escola. 2021-11-11T23:35:26Z 2021-11-11T23:35:26Z 2021-08-30 doctoralThesis RAMOS, Katury Rayane Rodrigues. Juventude (s) e participação: construção da justiça restaurativa em escolas públicas. 2021. 220f. Tese (Doutorado em Ciências Sociais) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2021. https://repositorio.ufrn.br/handle/123456789/44898 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM CIÊNCIAS SOCIAIS

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