Educação em solução de conflitos na escola: por uma formação voltada à cidadania, à cultura restaurativa e ao acesso à justiça infanto-juvenil

Abstract

The model of conflict handling adopted in Brazilian schools, based in an adversarial and punitive logic, has generated an increase in violence, besides the emptying of public spaces of participation within the teaching institutions. The insecurity, rights violation and social exclusion present in such institutions make up a potential threat to two constitutional principles: the one of integral protection to the child and to the adolescent and the one of citizenship formation, which orients the right to education. The goal of the proposed theoretic research is demonstrating that the education in conflict solving and the implementation of the restoring paradigm in schools are essential and necessary conditions to the effectuation of citizenship, as well as to the access to infant-juvenile justice - understood as the access to the public policies necessary to guarantee rights. The development of a conversational model of school conflicts solving, ruled by restoring practices, is justified by the necessity to foster the formation of the scholastic community actors (students, educators, employees and family) in the cooperative approach to conflicts, collaborating, thus, to the decrease of violence in the institution, as well as to the construction of an active and democratic citizenship. The methodological path adopted runs through data analysis, doctrines, legislation and practical cases. Lastly, there will be an exposition - for the sake of public policy construction - of methodologies for scholastic education in conversational conflict solving.