Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6021 |
Resumo: | Education is a fundamental right for all and has as one of its main goals the promotion of individual autonomy so that they can develop their abilities to relate to themselves, to others, and to the world. Furthermore, the school space is fundamental for the development of the human being, as it is a place capable of promoting social integration, the exchange of experiences, learning, and beyond, enabling the preparation for the future and for the exercise of citizenship. Thus, the school has an important social function in educating for survival, for freedom, for communication, and for transformation. In this sense, the social purpose of the school brings it closer to Restorative Justice, whose objective is to improve the climate, the safety and the learning at school, making use of universal human values such as: respect, honesty, humility, interconnection, responsibility, among others. Thus, through the implementation of restorative practices in education, especially Peacemaking Circles, the practice of authentic dialogue is proposed, guided by welcoming, by respect for the position of the other and by loving listening. This research aimed to study the Peacemaking Circles carried out in the Dr. Arnaldo Busatto border school in Foz do Iguaçu from a Freirian perspective. It was justified due to the relevance of the theme and the possible contribution to education. To this end, we used as theoretical reference Howard Zehr (2008, 2012, 2018, 2020), Kay Pranis (2010, 2011), Carolyn Boyles-Watson and Kay Pranis (2011, 2018), Katherine Evans and Dorothy Vaandering (2018), Elizabeth M. Elliot (2018) and Paulo Freire (2020, 2021). Having qualitative, descriptive and exploratory as the methodology used. Involving the realization of bibliographic research, documentary, field research and participant observation. By means of which, it can be verified that integral education is the one that sees the human being in its totality, that is, the one that observes, respects, and stimulates its social, cultural, physical, cognitive, and emotional dimensions, and that develops competencies in order to provide the formation of critical and reflective people. Thus, the use of dialogical practices on a regular basis in the school context is a collaborative and transformative tool for the promotion of a healthier school community and, consequently, for a better exercise of citizenship. |
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Aguirre, Lissandra Espinosa de Mellohttp://lattes.cnpq.br/8331838960773909Moraes, Denise Rosana da Silvahttp://lattes.cnpq.br/6545283027670184Ellwanger, Carolinahttp://lattes.cnpq.br/0816652817401438http://lattes.cnpq.br/9575546258340892Souza, Carla Giselle Duenha de2022-05-05T19:04:31Z2022-03-04Souza, Carla Giselle Duenha de. Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades. 2022. 213 f. Dissertação (Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu-PRhttps://tede.unioeste.br/handle/tede/6021Education is a fundamental right for all and has as one of its main goals the promotion of individual autonomy so that they can develop their abilities to relate to themselves, to others, and to the world. Furthermore, the school space is fundamental for the development of the human being, as it is a place capable of promoting social integration, the exchange of experiences, learning, and beyond, enabling the preparation for the future and for the exercise of citizenship. Thus, the school has an important social function in educating for survival, for freedom, for communication, and for transformation. In this sense, the social purpose of the school brings it closer to Restorative Justice, whose objective is to improve the climate, the safety and the learning at school, making use of universal human values such as: respect, honesty, humility, interconnection, responsibility, among others. Thus, through the implementation of restorative practices in education, especially Peacemaking Circles, the practice of authentic dialogue is proposed, guided by welcoming, by respect for the position of the other and by loving listening. This research aimed to study the Peacemaking Circles carried out in the Dr. Arnaldo Busatto border school in Foz do Iguaçu from a Freirian perspective. It was justified due to the relevance of the theme and the possible contribution to education. To this end, we used as theoretical reference Howard Zehr (2008, 2012, 2018, 2020), Kay Pranis (2010, 2011), Carolyn Boyles-Watson and Kay Pranis (2011, 2018), Katherine Evans and Dorothy Vaandering (2018), Elizabeth M. Elliot (2018) and Paulo Freire (2020, 2021). Having qualitative, descriptive and exploratory as the methodology used. Involving the realization of bibliographic research, documentary, field research and participant observation. By means of which, it can be verified that integral education is the one that sees the human being in its totality, that is, the one that observes, respects, and stimulates its social, cultural, physical, cognitive, and emotional dimensions, and that develops competencies in order to provide the formation of critical and reflective people. Thus, the use of dialogical practices on a regular basis in the school context is a collaborative and transformative tool for the promotion of a healthier school community and, consequently, for a better exercise of citizenship.A educação é um direito fundamental de todos e tem como um dos principais objetivos a promoção da autonomia do indivíduo de modo com que possa desenvolver suas capacidades para se relacionar consigo, com o outro e com o mundo. Ainda, o espaço escolar é fundamental para o desenvolvimento do ser humano, por ser um local capaz de promover a integração social, a troca de experiências, o aprendizado e para além, possibilitando a preparação para o futuro e para o exercício da cidadania. Dessa forma, a escola possui uma importante função social, em educar para a sobrevivência, para liberdade, para a comunicação e para a transformação. Neste sentido, o fim social da escola a aproxima da Justiça Restaurativa, cujo objetivo é melhorar o clima, a segurança e o aprendizado na escola, sendo que para tanto se utiliza dos valores humanos universais como: respeito, honestidade, humildade, interconexão, responsabilidade, entre outros. Assim, por meio da realização das práticas restaurativas na educação, em especial os Círculos de Construção de Paz, propõe-se a prática do diálogo autêntico, guiado pelo acolhimento, pelo respeito ao posicionamento do outro e pela escuta amorosa. Esta pesquisa teve como objetivo estudar os Círculos de Construção de Paz realizados na escola fronteiriça Dr. Arnaldo Busatto em Foz do Iguaçu sob o olhar Freiriano. Justificando-se devido a relevância do tema e a possível contribuição para à educação. Para tanto, utilizou-se como referencial teórico Howard Zehr (2008, 2012, 2018, 2020), Kay Pranis (2010, 2011), Carolyn Boyles-Watson e Kay Pranis (2011, 2018), Katherine Evans e Dorothy Vaandering (2018), Elizabeth M. Elliot (2018) e Paulo Freire (2020, 2021). Tendo como metodologia utilizada a qualitativa, descritiva e exploratória. Envolvendo a realização de pesquisa bibliográfica, documental, pesquisa de campo e observação participante. Por meio do qual, pode ser verificado que a educação integral é aquela que enxerga o ser humano na sua totalidade, ou seja, aquela que observa, respeita e estimula suas dimensões sociais, culturais, físicas, cognitivas e emocionais e que desenvolve as competências a fim de proporcionar a formação de pessoas críticas e reflexivas. Dessa forma, o uso das práticas dialógicas de modo regular no contexto escolar mostra-se uma ferramenta colaborativa e transformativa para a promoção de uma comunidade escolar mais saudável e consequentemente, para um melhor exercício da cidadania.Submitted by Katia Abreu (katia.abreu@unioeste.br) on 2022-05-05T19:04:31Z No. of bitstreams: 2 Carla_Gisele_Duenha_de_Souza_2022.pdf: 4448790 bytes, checksum: a9a4153a1f6610b5939cce4f1a233591 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-05-05T19:04:31Z (GMT). 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dc.title.por.fl_str_mv |
Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades |
dc.title.alternative.eng.fl_str_mv |
Restorative justice and its practices in the school context in a border municipality: limits and possibilities |
title |
Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades |
spellingShingle |
Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades Souza, Carla Giselle Duenha de Educação Justiça restaurativa Círculos de construção da paz Education Restorative justice Peacemaking circles EDUCACAO::FUNDAMENTOS DA EDUCACAO |
title_short |
Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades |
title_full |
Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades |
title_fullStr |
Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades |
title_full_unstemmed |
Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades |
title_sort |
Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades |
author |
Souza, Carla Giselle Duenha de |
author_facet |
Souza, Carla Giselle Duenha de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Aguirre, Lissandra Espinosa de Mello |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8331838960773909 |
dc.contributor.referee1.fl_str_mv |
Moraes, Denise Rosana da Silva |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6545283027670184 |
dc.contributor.referee2.fl_str_mv |
Ellwanger, Carolina |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0816652817401438 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9575546258340892 |
dc.contributor.author.fl_str_mv |
Souza, Carla Giselle Duenha de |
contributor_str_mv |
Aguirre, Lissandra Espinosa de Mello Moraes, Denise Rosana da Silva Ellwanger, Carolina |
dc.subject.por.fl_str_mv |
Educação Justiça restaurativa Círculos de construção da paz |
topic |
Educação Justiça restaurativa Círculos de construção da paz Education Restorative justice Peacemaking circles EDUCACAO::FUNDAMENTOS DA EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Restorative justice Peacemaking circles |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::FUNDAMENTOS DA EDUCACAO |
description |
Education is a fundamental right for all and has as one of its main goals the promotion of individual autonomy so that they can develop their abilities to relate to themselves, to others, and to the world. Furthermore, the school space is fundamental for the development of the human being, as it is a place capable of promoting social integration, the exchange of experiences, learning, and beyond, enabling the preparation for the future and for the exercise of citizenship. Thus, the school has an important social function in educating for survival, for freedom, for communication, and for transformation. In this sense, the social purpose of the school brings it closer to Restorative Justice, whose objective is to improve the climate, the safety and the learning at school, making use of universal human values such as: respect, honesty, humility, interconnection, responsibility, among others. Thus, through the implementation of restorative practices in education, especially Peacemaking Circles, the practice of authentic dialogue is proposed, guided by welcoming, by respect for the position of the other and by loving listening. This research aimed to study the Peacemaking Circles carried out in the Dr. Arnaldo Busatto border school in Foz do Iguaçu from a Freirian perspective. It was justified due to the relevance of the theme and the possible contribution to education. To this end, we used as theoretical reference Howard Zehr (2008, 2012, 2018, 2020), Kay Pranis (2010, 2011), Carolyn Boyles-Watson and Kay Pranis (2011, 2018), Katherine Evans and Dorothy Vaandering (2018), Elizabeth M. Elliot (2018) and Paulo Freire (2020, 2021). Having qualitative, descriptive and exploratory as the methodology used. Involving the realization of bibliographic research, documentary, field research and participant observation. By means of which, it can be verified that integral education is the one that sees the human being in its totality, that is, the one that observes, respects, and stimulates its social, cultural, physical, cognitive, and emotional dimensions, and that develops competencies in order to provide the formation of critical and reflective people. Thus, the use of dialogical practices on a regular basis in the school context is a collaborative and transformative tool for the promotion of a healthier school community and, consequently, for a better exercise of citizenship. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-05T19:04:31Z |
dc.date.issued.fl_str_mv |
2022-03-04 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Souza, Carla Giselle Duenha de. Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades. 2022. 213 f. Dissertação (Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu-PR |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6021 |
identifier_str_mv |
Souza, Carla Giselle Duenha de. Justiça restaurativa e suas práticas no contexto escolar em um município de fronteira: limites e possibilidades. 2022. 213 f. Dissertação (Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu-PR |
url |
https://tede.unioeste.br/handle/tede/6021 |
dc.language.iso.fl_str_mv |
por |
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por |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Estadual do Oeste do Paraná Foz do Iguaçu |
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Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras |
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UNIOESTE |
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Brasil |
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Centro de Educação Letras e Saúde |
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Universidade Estadual do Oeste do Paraná Foz do Iguaçu |
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