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Quando a justiça restaura a escola: o núcleo de práticas restaurativas da escola estadual Coelho Neto no município de Macapá-AP-Brasil
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Abstract(s)
Cada vez mais a ausência de valores de convivência como o diálogo, respeito mútuo, comprometem a convivência escolar, e precisa de intervenção por parte da escola, que por sua vez, não deve ficar refém desses acontecimentos e nem permitir a rotina de violência no ambiente escolar. A implantação de núcleos restaurativos, pode ser uma via para conter os casos de violência, e quiçá, melhorar a convivência intra e extra escolar. Insto posto, dissertação de viés qualitativo e com estudo de caso no Núcleo de Práticas Restaurativas, da Escola Estadual de Ensino Fundamental Coelho Neto. Objetivou verificar se as abordagens restaurativas contribuem para o controle social do Estado ou como mobilizadora para o engajamento da mudança social, e diminuição da violência no ambiente da escola. Por meio de entrevistas com profissionais que atuam na área da restaurativa, dos relatórios de ações do período estudado nos anos de 2018 a 2020, e subsidiadas por matérias jornalísticas referentes ao tema. Foi verificado que a proposta principal do Núcleo de Práticas Restaurativas é oferecer espaço de conciliação e mediação pedagógica, e assim, tentar sanar os conflitos, uma vez que a violência resvala não somente no aluno e professor, mas em toda comunidade, como consequência do estresse ou de outros fatores externos. Concomitante detectou-se que a escola faz atendimento à comunidade, compreendidos como, desjudicialização. uma maneira de aliviar o sistema judiciário em processos que podem e acreditam, serem resolvidos no próprio núcleo da escola ou a partir dele. Concluiu-se que a escola de maneira ambígua e norteada pelos princípios restaurativos, contribui para o controle do comportamento dos alunos ao mesmo tempo que impulsiona o engajamento e participação, envolvendo os principais atores [o ofendido, o ofensor, a família e a comunidade] na resolução de seus conflitos.
Increasingly, the absence of coexistence values such as dialogue, mutual respect, compromise school coexistence, and needs intervention by the school, which in turn, should not be held hostage to these events or allow the routine of violence in the environment. school. The implementation of restorative centers can be a way to contain cases of violence, and perhaps, improve coexistence within and outside school. Insto post, thesis with a qualitative bias and with a case study in the Center for Restorative Practices, of the Coelho Neto State Elementary School. It aimed to verify if restorative approaches contribute to the social control of the State or as a mobilizing force for the engagement of social change, and reduction of violence in the school environment. Through interviews with professionals who work in the area of restoration, reports of actions from the period studied in the years 2018 to 2020, and subsidized by journalistic articles on the subject. It was verified that the main proposal of the Nucleus of Restorative Practices is to offer space for conciliation and pedagogical mediation, and thus, to try to resolve conflicts, since violence slips not only in the student and teacher, but in the whole community, as a result of stress. or other external factors. Concomitantly, it was detected that the school provides services to the community, understood as dejudicialization. a way of relieving the judiciary system in processes that can, and believe, be resolved in the school's own nucleus or from there. It was concluded that the school, in an ambiguous way and guided by restorative principles, contributes to the control of students' behavior while at the same time boosting engagement and participation, involving the main actors [the offended, the offender, the family and the community] in resolving their conflicts.
Increasingly, the absence of coexistence values such as dialogue, mutual respect, compromise school coexistence, and needs intervention by the school, which in turn, should not be held hostage to these events or allow the routine of violence in the environment. school. The implementation of restorative centers can be a way to contain cases of violence, and perhaps, improve coexistence within and outside school. Insto post, thesis with a qualitative bias and with a case study in the Center for Restorative Practices, of the Coelho Neto State Elementary School. It aimed to verify if restorative approaches contribute to the social control of the State or as a mobilizing force for the engagement of social change, and reduction of violence in the school environment. Through interviews with professionals who work in the area of restoration, reports of actions from the period studied in the years 2018 to 2020, and subsidized by journalistic articles on the subject. It was verified that the main proposal of the Nucleus of Restorative Practices is to offer space for conciliation and pedagogical mediation, and thus, to try to resolve conflicts, since violence slips not only in the student and teacher, but in the whole community, as a result of stress. or other external factors. Concomitantly, it was detected that the school provides services to the community, understood as dejudicialization. a way of relieving the judiciary system in processes that can, and believe, be resolved in the school's own nucleus or from there. It was concluded that the school, in an ambiguous way and guided by restorative principles, contributes to the control of students' behavior while at the same time boosting engagement and participation, involving the main actors [the offended, the offender, the family and the community] in resolving their conflicts.
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Keywords
Justiça restaurativa Práticas restaurativas Violência escolar Controle social Restorative justice Restorative practices School violence Social control