Possibilidades e limites da Justiça Restaurativa nas escolas públicas

Violence in schools is a reality worldwide and involves various forms and actors. In this direction, the Restorative Justice (RJ) in schools aims to achieve understanding among stakeholders to participate in its resoluteness. In Brazil, some experiences presuppose the instrumentalization of school actors. Thus, it is aimed to analyze the possibilities and limitations of restorative practices in a city in northeastern Brazil. Therefore, 12 semi-structured interviews were conducted with representatives of the schools where the practices served. As 1Mestre em Psicologia pelo programa de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Norte (UFRN). Psicóloga no Centro-dia de referência para pessoa com deficiência em Natal/RN. Membro da Comissão de Educação do Conselho Regional de Psicologia CRP/17. E-mail: arthemisnuamma7@gmail.com. 2Professora do Departamento de Psicologia da Universidade Federal do Rio Grande do Norte e Coordenadora do Observatório da População Infantojuvenil em Contextos de Violência (OBIJUV). E-mail: ilanapaiva@hotmail.com. 3Professora adjunta do curso de Psicologia da Universidade Federal do Rio Grande do Norte (UFRN), lotada na Faculdade de Ciências da Saúde do Trairi. Possui graduação (2004), mestrado (2006), doutorado (2014) e estágio pós-doutoral (2015-2017) pela UFRN. E-mail: analudmila@gmail.com. | ISSN 2594-3987 | 98 Revista Ciências da Sociedade (RCS), Vol. 3, n. 6, p.98-125, Jul/Dez 2019 outcomes, the RJ was implanted by a Center of a justice that have qualified team and, for schools, the students respond better to someone outside the institution. It was also found that the students who participated were not involved in new conflicts and schools have changed their vision on how to solve them, however, as the RJ linked to the actions of the Center, it was poorly spread and schools did not involve so it could become a routine practice. It is concluded that RJ may be a possibility to resolve conflicts and violence in schools, however, presupposes disposal of all so that it can be spread by the institution and triggers effective changes.