A Justiça Restaurativa em um Colégio do Campo em Contexto Faxinal

Abstract

Restorative Justice stands out as a theoretical and methodological support in the management and handling of conflict situations, with the premise of generating learning. In this context, the work seeks to establish a link between education, social and cultural community practices. Thus, the objective of this research was to understand the perception of students and teachers about restorative approaches in situations of violence/conflict in a rural school in the Faxinal context. The community, where the school that constitutes the field of this research is located, is organized according to the characteristics of the Faxinal System, whose peculiarities are still little known and studied within the scientific field. This rural location has its historicity permeated by social struggles, linked to the maintenance of the System, already extinct in several places in Paraná. This is a study with a qualitative approach, with a focus group composed of six students, and semi-structured interviews with six teachers who participated in restorative procedures. A thematic content analysis was performed, delimiting three categories of analysis. In the first, called They made a floorcloth out of a female student: conflict and violence in school contexts; the conceptions of teachers and students about violence and conflicts in school contexts were explored, in a broad way, in school establishments. In the second, Teacher spoke difficult words, was ironic, making threats: conflict and violence at school in the Faxinal context, the discussion was funneled to the specific context of the study, in order to perceive the phenomenon focused on rural school in the Faxinal context. In the third category, It is to have a space to get to know one another better, to share things with people: Experiences with Restorative Justice, the perceptions about RJ from the experience of the participants were explored. Both teachers and students highlighted potentialities with RJ, such as: professional training, self-knowledge, transversality of positions, improvement in academic performance and strengthened school bonds. Thus, it was concluded that RJ is constituted as an efficient theoretical-technical set of work possibilities in the various dimensions of violence/conflict, expressed in the school environment. From this perspective, thinking about public policies and permanent education processes involving RJ becomes essential, especially in a scenario where current policies are aimed towards school militarization. Thus, studies on school contexts and different managements should be considered for improvements in learning, work and coexistence.