VIOLENCE, HUMAN RIGHTS AND RESTORATIVE PRACTICES IN SCHOOLS

Abstract

The article problematizes the notions of violence and human rights and emphasizes restorative practices as a strategy for conflict resolution in the school space. Based on authors and concepts linked to the critical and relational theory of the themes in question and on field research, the article questions, in the case of violence, the legitimacy of institutional knowledge and practices which, in the expectation of conflict resolution, tend to separate and unilaterally oppose the figures of aggressor and victim. Regarding Human Rights, the persistence of academic-political knowledge is questioned, which gives more relevance and visibility to civil and political rights than to social rights, whose absence may impact different forms of violence among public high school students. Regarding restorative practices, the desired result of the research is to contribute to the inclusion of different forms of knowledge and local experiences in the processes of understanding and inducing non-violent public policies for conflict resolution on the school ground.