Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Menezes, Rafael érik de |
| Orientador(a): |
Heleno, Maria Geralda Viana
 |
| Banca de defesa: |
Vizzotto, Marília Martins
,
Ferreira, Eduardo Dias de Souza |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de São Paulo
|
| Programa de Pós-Graduação: |
PÓS GRADUAÇÃO EM PSICOLOGIA
|
| Departamento: |
Psicologia da saúde
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/1326
|
Resumo: |
The population and school communities have been pushing and charging the authorities of Justice Systems and Education for a coherent and effective intervention in resolving conflicts established in the school environment, since the current model of Justice, the retributive, has remedied the situation. The Restorative Justice then arises as a new way to tackle this problem and one of its strategies is the restorative circle, characterized as a group to restore relations and conflicts. This research aims to describe and analyze the structural elements of restorative circles and phenomena of the field group, performed in the school environment to intervene in conflict situations. The sample consisted of five restorative practices involving pre-circle, and the circle after circle mediated by a facilitator and two co-facilitators. The processing of data was based on the analysis of the structural elements of restorative justice (opening and closing ceremony, Cane speech, and consensual decision-making), considering such elements equal to the basic psychoanalytic setting, since this specific case, has intended to make clear to the participants of the group which is the proposed operation of the same, and a content analysis organized from predefined categories, according to psychoanalytic concepts (resistance, acting and insight). The results showed that were established structural elements (setting) conducive to meeting participants and the predominant field strengths, which resulted in the reestablishment of good fellowship in all cases analyzed. The structural elements established for the completion of the restorative circle created a safe space where participants bind positively, even with the conflict situation. It is considered important to credit the figure of the facilitator (Psychologist) part of achieving conflict resolution. Conclude that the function continent; handling and understanding of resistors, actings and insights contributed to the group field in configure cohesion rather than disintegration. Finally, it should be added that experience has shown that children and adolescents respond very well when they are invited to participate in a restorative circle there and learn to act according to the values experienced as an educational process. |
