Restorative justice

reports and research experience in public schools

Abstract

The Brazilian public school is the microcosm of the conflicts experienced in the society in which we have multiple cultural expressions of violence. In this context, everyday life at school becomes challenging with tensions and difficulties in relation to the coexistence movement. We assume that punitive educational practices are insufficient for resolving conflicts experienced in everyday school life, as they increase hatred and disagreements. It is necessary to create strategies that redefine the educational sphere with the exercise of a look based on awareness and responsibility for the damages and harms of the coercive culture, which in this sphere is only a palliative mechanism. Thus, we verified the need for actions that favor dialogue and active listening. This article is part of the doctoral thesis carried out in the period 2017-2020 and aims to investigate the school routine from three categories of analysis: youth, participation and conflicts. The research field was two schools, one located in the city of Natal-RN and the other in the city of Fortaleza-CE. The study is comparative with a qualitative approach, carried out with questionnaires, focus groups and semi-structured interviews. This time, the guiding question is: How is the school routine experienced in relation to youth, participation and conflicts? The hypothesis is that restorative actions reframe the school environment, making it peaceful.