PEACE-BUILDING CIRCLES AND MEDIATION - MOVEMENT FOR PEACE AT SCHOOL: AN EXPERIENCE AT THE PROFESSORA ALDA G. SCOPEL SCHOOL IN PRIMAVERA DO LESTE-MT Maria Eterna Pereira da Silva, Marina Soares Vital Borges, Rosidei Regina Taques Uemura

Abstract

This article aims to present its contribution to a process of implementing restorative justice practices in schools, presenting results gathered at the Professora Alda Galinski Scoppel School in Primavera do Leste-MT. The reason for introducing restorative justice practices to schools would be to provide effective tools for dealing with indiscipline, school truancy, and other types of school conflicts. In the experience lived at the school, it was observed that the mere assignment of “punishment” processes (such as warnings, suspension, and recording in minutes) did not contribute to the management of conflicts or the improvement of students’ socio-emotional skills. The school contributed little to the difficulties of the students who studied there. In several situations, it can be considered that the educators’ worldview was expanded to a more empathetic view, as well as making it possible to break the paradigms of the punitive and “expurgatory” culture inherited from the traditional way of educating. This experience is not innovative, and has been applied on a large scale in other states, such as Rio Grande do Sul, through the Escola Mais Paz Project. However, the aim is to encourage other institutions to implement restorative justice processes in order to improve the quality of the school environment and the teaching-learning process, with a reduction in indiscipline and school dropout rates. The results of this work are often difficult to measure. However, based on the testimonies and behavior of the school community (management, parents, students and teachers), we can already see a greater acceptance, belonging and a new perspective on how to handle conflict situations. This work aims to inspire the dissemination of this policy of peace in schools.