Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
SANTOS FILHO, JOSÉ VALDEMAR DOS |
| Orientador(a): |
Azevedo, Adriana Barroso de |
| Banca de defesa: |
Furlin, Marcelo,
Lara, Selma M. S. R. de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2049
|
Resumo: |
This is a qualitative research, with narrative nature, in autobiographical modality. Thinking of the school as an appropriate place for interactions, learning and socialization, and realizing the need to re-signify educational policy systems with the proposal to better serve students, the theme was born: The perceptions of Restorative Justice from the perspective of the participants themselves. involved: study of a school in Baixada Santista. By analyzing the insertion of Restorative Justice with a focus on Basic Education, I intend to answer the following research question: What perceptions emerge about the use of conflict resolution when teachers promote meaningful learning using restorative justice techniques with third graders? of Elementary Education of the Municipal Secretariat of Education (SEDUC), in the city of Santos/SP? Restorative justice has in its foundation and conceptual structure dialogue as a way to resolve conflicts. The general objective of this research is to reflect on what emerges from the reflection of students and teachers of the 3rd year of elementary school, participants of the project about the focus of Education in Restorative Justice and its consequences in the students of the Municipal School of Santos / SP. Share the challenges and complexities contained in this project. To give ear and voice to every action, understanding that Restorative Justice is an orderly and systemic ensemble, is the art of encounter and forgiveness. Understanding the meaning of the restorative circle, meditation, and enjoyment that are characteristic of this program makes it possible to rescue relationships that have been broken. The specific objectives of this research are to contextualize Restorative Justice, promoting a better understanding of the subject; explain the role of the teacher in building more effective practices and in the transformations of students and teachers involved in this process; describe the experience of implementation and development of the Restorative Justice project in the Education Network of the Municipal Secretariat of Santos/SP. This investigation began in the 2018 school year. It was conducted with two classes of students in the 3rd year of elementary school, totaling 7 students and 7 teachers. The narrated experiences, research corpus, are analyzed from an interpretative approach. The theoretical basis of this research is based on the autobiographical narratives of Clandinin and Conelly, highlighting aspects of the restorative justice program of Howard Zehr and Kay Pranis. It was found that: JR improved the behavior of the class and students; the circles bring peace and energy; school, family and students need to be together. |
