A justiça restaurativa como nova abordagem para indisciplina escolar

Abstract

The present work aims to analyze restorative practices as the most efficient way to deal with issues related to school indiscipline. In this context, it was important to conceptually outline the discipline / indiscipline and to know how to differentiate the approaches of Retributive Justice and Restorative Justice, especially emphasizing this new paradigm created in the resolution of conflicts based on the so-called Modern Conflict Theory. The theme is justified by its social importance, since it is in the classroom that innumerable conflicts driven or masked by school indiscipline multiply, which no school is immune to. The theme takes on an institutional relevance, considering that the School institution is also responsible for the proper healthy social interaction of the entire community. Thus, it needs to appropriate, from its own challenges, new approaches to school conflicts, in addition to the traditional punitive system adopted. The general objective of the work was to establish the advantages of these restorative practices in face of the central problem that is the phenomenon of indiscipline, and the specific ones gravitate towards the contextualization of these practices, questioning whether they have really adequate and efficient methods in dealing with the problem of related conflicts. The methodology used in the research was mostly bibliographic and documentary, through books, theses and dissertations on the subject, as well as by documentary analysis, but always turning to the issue of school indiscipline. Through the bibliographic survey and documentary analysis, it was possible to realize that the issue of indiscipline is a true phenomenon, as it has multiple and complex causes. However, it can be inferred from the results that it is no longer possible to build an environment of dialogue and harmony with only more punishments, as social relations are increasingly complex and demand new alternatives, aiming at a reengineering of the school environment for a pacified society. In this scenario, it was also possible to realize that restorative practices are more efficient ways of dealing with interpersonal conflicts and that indiscipline is a manifestation of expectations and needs that have not been met, also highlighting the need and importance in training educators in restorative practices, mainly because they deal on the front lines of school conflicts.