RESTORATIVE JUSTICE AT SCHOOL: AN EXPERIENCE REPORT INTEGRATED WITH THE DISCIPLINE OF PHILOSOPHY IN HIGH SCHOOL

Abstract

Restorative Justice, with its technique of directed conversation circles, is an alternative for conflict resolution, mitigating or extinguishing the violence that may be linked to school daily life. This work is a report of experiences that occurred in the years 2018 and 2024, when Restorative Justice circles were held at the Visconde de Guarapuava State College integrated with the discipline of Philosophy. Symbolic and institutionalized violence, in a systematic way, was present in the history of this school, and, therefore, in the school dynamics, generating a mentality in which dialogue was not conditioned as a response, but simple censorship or repression. In this action, seven classes were attended, each with an average of 40 to 45 students, with adolescents aged between 15 and 16 years, obtaining satisfactory results in the medium term, stimulating the practice of dialogue and empathy, contributing to the promotion of a culture of peace at school and the fight against bullying.