A prática dos círculos restaurativos como política pública de prevenção ao bullying e ao cyberbullying nas escolas : uma análise a partir da lei 13.474/2010 (RS) e da sua implantação pelas Coordenadorias Regionais de Educação do Vale do Rio Pardo e Taquari - RS.

Abstract

The aim of the present study was to analyze and reflect on the theme “the practice of the restorative circles as a public policy of the bullying and cyberbullying prevention in schools: an analysis from the law 13.474/2010 (RS) and its implementation by the regional coordination of education from the Vale do Rio Pardo and Taquari – RS”, focusing mainly on school bullying and its implications. The approaching method used is the deductive and the procedure method is the historical. In terms of research technique, indirect records of reference like bibliographical documents were used (of secondary sources): spare publications regarding the matter such as bulletins, newspapers, magazines, books, etc. It has also involved interviews with the Regional Coordination of Education in Vale do Rio Pardo and Taquari. The phenomenon of bullying is a form of violence and most of the time it is shown as intimidation, which has serious consequences on self-esteem, development and the learning of students, and it is present both in state and private schools. Bullying is the most serious problem in existence at schools throughout Brazil and Worldwide and recent studies show an alarming uptrend of incidents. The proposal, then, is to investigate if the restorative circles present a new paradigmatic referential in the humanization and in the pacification of social relations involved in school conflicts, in a way to ensure the fundamental rights of children and adolescents in schools and to promote the culture of peace. The restorative circles are supposed to reassure, reconnect and rebuild the social and emotional relations within the school community. With that strategy, there will be a promotion of peace and effective fundamental rights of children and teenagers. The theme of the thesis has a different approach: to search for a theoretical foundation on the practice of Restorative Circles in schools to fight bullying. Restorative Circles are understood as public policy of enforcing of fundamental rights of children and teenagers. Restorative practice is a collaborative peaceful approach for the resolution of conflicts and, therefore, the dialog and involvement of all interested parties is important for the determination of a better solution for the conflict and the restoration of the damage caused, in order to seek for the satisfaction of the victim and the social inclusion of the aggressor. Thus, it is clear that the Restorative Circles show for a productive and re-socializing dialog, as the central point of this research lies on investigating if the Restorative practice can really be used as a public policy for the re-socializing the people involved in school violence.