Restorative justice in school: a study on the implementation of conflict mediation and restorative circles in Ceará

Abstract

Ethnography helps us to think about the Brazilian public schools by analyzing a series of questions that reveal a often conflicting challenging environment. The differentiated look at the social relations among the school subjects, such as teachers, students, core board and other professionals is significant. These social relations have the possibility of being reconstructed and based on an environment that visualizes the conflicts in real dimensions, searching the causes and thinking the againstlogic, the prevention. In order to do so, it is necessary to denaturalize a punitive culture, which underlies and amplifies school conflicts and violence. This article reflects on the research "Conflict mediation and restoration of peace in the Public School: narratives and experiences", held in the city of Fortaleza (Ceará-Brazil), through pioneering initiatives for the implementation of a conflict mediation project and restorative practices in public schools in Ceará.