Prática restaurativa: a valorização do diálogo na gestão escolar

Abstract

The purpose of this study was to analyze restorative practices applied in a school of the city of Cerro Branco/RS and its contributions to school management. Such practices concern techniques of active listening, mediation of conflicts, and empowering, being these the facts that stimulate and enhance the peaceful socializing among people. In order to do so, the methodology chose was action-research of the qualitative paradigm (CHIZZOTTI, 2006; GIL, 2002). As instrument of data collection, the researcher used questionnaires, as well as meetings to perform and develop the Restorative Practice. Data collected were analyzed under the light of the theoretical frameworks, whose mainly are: Costa (2007), Oliveira (2010), Dalberio (2007), Nunes (2011), Cury (2007), Paro (2016), Gadotti (2002). From this study, it was noticed that the restorative practices propelled the improvement of the interpersonal relationships, the horizontal nature of hearing and listening to peers, the promotion of dialogue, the resolution of conflicts, among other aspects. Thus, it is concluded that the implementation of restorative practices in the school environment directly contributes to a management focused on democratic values and on the search for the development of all school community.