Concepções docentes sobre justiça restaurativa e conflitos nas escolas: estudo de caso de um curso de formação continuada
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Data
2019-09-11
Autores
de Queiroz, Deise Maciel
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O estudo parte do pressuposto de que conflitos são inerentes às relações e expressam as diversidades humanas. Muitas vezes compreendidos de maneira negativa nas escolas, os conflitos são enfrentados por meio de práticas pautadas em um conceito de Justiça Retributiva que se traduz em ações repressivas e punitivas. Apresentamos a Justiça Restaurativa como um novo paradigma que possibilita práticas interventivas dialógicas e democráticas nas escolas, podendo favorecer o desenvolvimento moral dos estudantes. Diante do exposto, o problema que direciona a presente investigação é: “Quais as concepções de educadores sobre conflitos escolares e sobre os fundamentos e práticas de Justiça Restaurativa antes e após um curso de formação continuada?” O objetivo geral foi investigar as possíveis mudanças de concepções sobre Justiça Restaurativa e conflitos na escola após a participação em um curso de formação continuada destinado a docentes e gestores escolares. Os objetivos específicos do estudo são: 1. Caracterizar a Justiça Restaurativa por meio de seus fundamentos, práticas e possibilidades educativas; 2. Analisar as concepções iniciais e finais de gestores e professores sobre Justiça Restaurativa. 3. Analisar as concepções iniciais e finais de gestores e professores sobre conflitos escolares. Para tanto, adotou-se uma abordagem qualitativa do problema com objetivos exploratórios e cuja técnica utilizada foi o estudo de caso e a análise documental. O lócus da investigação foi o curso de extensão universitária “Justiça Restaurativa por meio de Projetos de Intervenção”, ofertado pela Universidade Estadual Paulista (UNESP). Participaram do curso quarenta e três profissionais oriundos de dez instituições escolares de dois municípios do interior paulista. Os documentos analisados foram dois portfólios preenchidos pelos participantes no primeiro e no último encontro do curso, por meio dos quais levantamos suas concepções iniciais e finais. Os dados foram analisados por meio da análise de conteúdo. Os resultados demonstram que as concepções de Justiça Restaurativa dos participantes trazem aspectos facetados que integram o conceito, como mediação, contraponto ao modelo vigente e restauração de relações. As principais mudanças entre as concepções iniciais e finais demonstram a superação do paradigma da Justiça Retributiva, como, por exemplo, a intervenção judiciária e a restauração da ordem. Outra mudança na concepção dos participantes foi a ampliação do olhar sobre o desenvolvimento da Justiça Restaurativa, de um simples processo de mediação a uma concepção mais ampla que incorpora a comunidade escolar como um ator no processo. Em relação aos conflitos escolares, as principais mudanças de concepções se deram em relação às formas de enfrentamento e à valoração dos conflitos, superando ideias que relacionam conflitos à indisciplina e à violência e apontando para a importância da reflexão, da escuta, da busca por soluções coletivas e a educação para a convivência.
The study assumes that conflicts are inherent in relationships and express human diversity. Often negatively understood in schools, conflicts are addressed through practices based on a concept of retributive justice that translates into repressive and punitive actions. We present Restorative Justice as a new paradigm that enables dialogical and democratic interventional practices in schools, which may favor the moral development of students. Given the above, the problem that directs the present investigation is: “What are the educators conceptions about school conflicts and restorative justice foundations and practices before and after a continuing education course?” The general objective was to investigate the possible changes in conceptions about Restorative Justice and school conflicts after participating in a continuing education course for teachers and school managers. The specific objectives of the study are: 1. Characterize restorative justice through its foundations, practices and educational possibilities; 2. Analyze the initial and final conceptions of managers and teachers about Restorative Justice. 3. Analyze the initial and final conceptions of managers and teachers about school conflicts. Therefore, a qualitative approach of the problem with exploratory objectives was adopted and the technique used was the case study and document analysis. The locus of the investigation was the university extension course “Restorative Justice through Intervention Projects”, offered by the State University of São Paulo (UNESP). Fortythree professionals from ten schools in two municipalities in the interior of São Paulo participated in the course. Forty-three professionals from ten schools in two municipalities in the interior of São Paulo participated in the course. The analyzed documents were two portfolios completed by the participants in the first and last meeting of the course, through which we raised their initial and final conceptions. Data were analyzed through content analysis. The results show that the participants Restorative Justice conceptions bring faceted aspects that integrate the concept, such as mediation, counterpoint to the current model and restoration of relationships. The main changes between the initial and final conceptions demonstrate the overcoming of the Retributive Justice paradigm, such as judicial intervention and the restoration of order. Another change in the participants conception was the broadening of the look on the development of Restorative Justice, from a simple mediation process to a broader conception that incorporates the school community as an actor in the process. In relation to school conflicts, the main changes of conceptions occurred in relation to the ways of coping and the valuation of conflicts, overcoming ideas that relate conflicts to indiscipline and violence and pointing to the importance of reflection, listening, searching for solutions collective and education for coexistence.
The study assumes that conflicts are inherent in relationships and express human diversity. Often negatively understood in schools, conflicts are addressed through practices based on a concept of retributive justice that translates into repressive and punitive actions. We present Restorative Justice as a new paradigm that enables dialogical and democratic interventional practices in schools, which may favor the moral development of students. Given the above, the problem that directs the present investigation is: “What are the educators conceptions about school conflicts and restorative justice foundations and practices before and after a continuing education course?” The general objective was to investigate the possible changes in conceptions about Restorative Justice and school conflicts after participating in a continuing education course for teachers and school managers. The specific objectives of the study are: 1. Characterize restorative justice through its foundations, practices and educational possibilities; 2. Analyze the initial and final conceptions of managers and teachers about Restorative Justice. 3. Analyze the initial and final conceptions of managers and teachers about school conflicts. Therefore, a qualitative approach of the problem with exploratory objectives was adopted and the technique used was the case study and document analysis. The locus of the investigation was the university extension course “Restorative Justice through Intervention Projects”, offered by the State University of São Paulo (UNESP). Fortythree professionals from ten schools in two municipalities in the interior of São Paulo participated in the course. Forty-three professionals from ten schools in two municipalities in the interior of São Paulo participated in the course. The analyzed documents were two portfolios completed by the participants in the first and last meeting of the course, through which we raised their initial and final conceptions. Data were analyzed through content analysis. The results show that the participants Restorative Justice conceptions bring faceted aspects that integrate the concept, such as mediation, counterpoint to the current model and restoration of relationships. The main changes between the initial and final conceptions demonstrate the overcoming of the Retributive Justice paradigm, such as judicial intervention and the restoration of order. Another change in the participants conception was the broadening of the look on the development of Restorative Justice, from a simple mediation process to a broader conception that incorporates the school community as an actor in the process. In relation to school conflicts, the main changes of conceptions occurred in relation to the ways of coping and the valuation of conflicts, overcoming ideas that relate conflicts to indiscipline and violence and pointing to the importance of reflection, listening, searching for solutions collective and education for coexistence.
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Palavras-chave
Justiça restaurativa, Conflitos escolares, Escola, Formação continuada, Restorative justice, School conflicts, School, Continuing education