Sob a ótica transdisciplinar: a Justiça Restaurativa na escola nos processos de educação socioemocional de adolescentes

Abstract

The present investigation focuses on Restorative Justice proposals adapted from the judicial environment to the school environment, more precisely the Restorative Justice practice called Peace Construction Circles, a psychosocial technology whose expansion in Brazil, particularly in Pernambuco territory, is explained as a result of experiences evaluated, based on scientific evidence, by the Restorative Justice social movement and by the specialized bibliography as innovative and successful in terms of dealing with interpersonal conflicts, preventing and confronting violence within Basic Education schools. It started from the hypothesis that Peacebuilding Circles can also be environments and favorable moments for the socio-emotional education of school adolescents, providing them with an integral education, according to the perception of the transdisciplinary approach regarding the preparation of the new generations for the establishment of a culture of peace. Therefore, our general objective was to understand the interrelationship between transdisciplinarity, Restorative Justice and the socio-emotional education of school adolescents. More specifically, we aim through the research: to analyze the importance of the transdisciplinary approach for the emergence of restorative justice and to relate the repercussions of Peacebuilding Circles in the processes of socio-emotional education of adolescents participating in them. Understanding the adequacy of the qualitative approach methodology for approaching the object of our research, we developed an action research with seven students from third year high school classes of a state public school in the municipality of Moreno, located in the Metropolitan Region of Recife, Pernambuco. The main research technique used was the Peacebuilding Virtual Circle, in which the researcher participated as a facilitator; questionnaires and semi-structured interviews were also carried out. We chose Discursive Textual Analysis (DTA) as a methodology for data analysis, having as analytical categories established a priori self-knowledge and self-care, as presented in the National Common Curriculum Base (BNCC). The research results showed ontological, epistemological and methodological perspectives common between transdisciplinary and Restorative Justice, as well as confirming the multifunctional character of Peacebuilding Circles, demonstrating that this restorative practice can also cooperate for the development of skills related to self-knowledge and to self-care, in short, to promote emotional health and healthy relationships at school.