Memórias da justiça restaurativa na educação no Projeto "Na escola, com respeito" (2018-2022) : uma prática educativa em direitos humanos

Abstract

“Na Escola, com Respeito” Project is an initiative of Centro de Apoio Operacional às Promotorias de Defesa da Criança, do Adolescente e da Educação (CAOCAE), fom Ministério Público Estadual da Paraíba (MPE-PB) and by 2022 it emerged in promoting the "Programa de Práticas Restaurativas no Ambiente Escolar" environment to cities level in Paraíba, however it focused on performing training courses on the topic of restorative practices too at other times in its trajectory. The scope of this study was to analyze the memories of the work of the “Na Escola, com Respeito” Project (2018-2022), considering the promotion of restorative practice programs in the school environment, from Education in Human Rights perspective. With this, the memories of this Project dialogued with the Education in Human Rights theoretical field, aiming to reflect on its struggles, lessons and inspirations. The methodology used in this research was the qualitative approach, with the adoption of thematic oral history, using semi-structured interviews, with the collaboration of teachers who experienced the training course in 2018, in Patos-PB, and justice prosecutors who participated in the Project. In addition to oral sources, documentary sources were used. Scholars such as Zehr (2020a), Evans; Vaandering (2018), Ferreira (2016), Santos (2007), Pollak (1989), Le Goff (2013), Bosi (2023), Zenaide (2014), Candau (2007), among others supported the discussions and reflections. It was understood the inclusion of theoretical and practical aspects of restorative justice in the education field contributed to modify its own assumptions and concepts, promoting new perspectives in the school environment. Studies on memory revealed it as an effective means of highlighting Human Rights essence in realities of struggles for rights, combating forgetfulness and silencing, encouraging active participation and democratization, benefiting actions connected with these values, thus being able to cooperate in the dissemination of Human Rights culture, which favors Education in Human Rights. Therefore, the study of part of the trajectory of “Na Escola, com Respeito” Project, focused on the analysis of their memories, offered subsidies to reveal, understand and publicize the promoted restorative practices and the peacebuilding circles have the integration potential to Education in Human Rights, due they share values that are harmonious with Human Rights. Furthermore, the proliferation and acceptability of this Project, due its results and implications in the political and social fields, revealed strategies and experiences for the defense and promotion of Human Rights, which is suitable for alignment with Education in Human Rights, being understood links that aim to awake and boost the interest in training and public policies compatible with human rights culture.