Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T19:03:08Z No. of bitstreams: 1 ArthemisNuammaNunesDeAlmeida_DISSERT.pdf: 1632406 bytes, checksum: 9171606268511adde2f9fb174f5c8f93 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-05T18:30:30Z (GMT) No. of bitstreams: 1 ArthemisNuammaNunesDeAlmeida_DISSERT.pdf: 1632406 bytes, checksum: 9171606268511adde2f9fb174f5c8f93 (MD5) / Made available in DSpace on 2017-06-05T18:30:31Z (GMT). No. of bitstreams: 1 ArthemisNuammaNunesDeAlmeida_DISSERT.pdf: 1632406 bytes, checksum: 9171606268511adde2f9fb174f5c8f93 (MD5) Previous issue date: 2016-07-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Os conflitos quando n?o solucionados podem resultar em viol?ncia, que ? um fen?meno complexo, multideterminado e multifacetado. Um m?todo que tem se disseminado para a gest?o de conflitos ? a Justi?a Restaurativa (JR), que pressup?e uma abordagem colaborativa, dial?gica e pacificadora e tem sido utilizada no ?mbito jur?dico, comunit?rio, escolar, entre outros. Em Natal/RN a JR se inseriu nas escolas atrav?s da a??o do N?cleo de Justi?a Juvenil Restaurativa nas Escolas (NJJRE). Considerando a complexidade da viol?ncia, objetiva-se analisar as possibilidades e os limites das pr?ticas restaurativas nas escolas municipais em Natal/RN. Para tanto, realizou-se an?lise dos relat?rios produzidos pelo NJJRE e selecionaram-se 12 institui??es para realizar entrevistas semiestruturadas com seus representantes. Para an?lise, criaram-se categorias agrupadas em tr?s eixos de discuss?o: viol?ncia nas escolas, JR nas escolas e estrat?gias preventivas para a viol?ncia nas escolas. Observou-se que a viol?ncia acontece majoritariamente entre os alunos que reproduzem a viol?ncia social anteriormente vivenciada. Para resolv?-la, as escolas seguem um fluxo de atendimento que busca evitar a judicializa??o, embora prefiram a a??o do NJJRE enquanto ?rg?o da justi?a, com equipe capacitada, e, por acreditarem que os alunos respondem melhor a um agente externo. Sobre a JR verificou-se que os alunos que participaram das interven??es n?o se envolveram em novos conflitos e as institui??es mudaram a vis?o sobre como resolv?-los, entretanto, a JR se resumiu ?s a??es do NJJRE, pouco se disseminou, e, as escolas n?o a tornaram uma pr?tica cotidiana. Mesmo assim, algumas a indicaram como estrat?gia preventiva. Conclui-se que a JR pode ser uma possibilidade para resolver conflitos e viol?ncias escolares, entretanto, pressup?e disposi??o de todos para que se dissemine e propicie mudan?as efetivas, al?m de compreender que sua a??o ? pontual e limitada para responder ? complexidade da viol?ncia, de maneira geral, e a escolar em ?mbito espec?fico. / Unresolved conflicts can result in violence, which is a complex, multi-determined and multifaceted phenomenon. One method that has been widespread to manage conflicts is the Restorative Justice (RJ), which presupposes a collaborative, dialogic and pacifying approach. In Natal/RN the RJ was inserted in schools by means of Restorative Juvenile Justice Center at Schools (RJJCS). Considering the complexity of violence, this work aims to analyze the possibilities and limits of restorative practices in municipal schools in Natal/RN. Therefore, were analyzed reports produced by the RJJCS, then were selected 12 institutions and performed semi-structured interviews with their representatives. For analysis, categories were grouped into three areas of discussion: violence in schools, RJ in schools and preventive strategies for violence in schools. It was observed that violence happens mainly among students who reproduce the social violence previously experienced by themselves. In order to solve it, schools follow a flow of care that seeks to avoid judicialization, although they prefer the action of the RJJCS as a judicial structure with a qualified team and because they believe that the students respond better to an external agent. About the RJ, it was found that who participated in the interventions did not engage in new conflicts and the institutions changed the vision on how to solve it, however, the RJ was reduced to the RJJCS actions, it did not spread much and the schools have not made it a daily practice. Nevertheless, some have indicated it as a preventive strategy. It is concluded that the RJ can be a possibility to solve conflicts and school violence, however, it presupposes everyone's willingness to disseminate and promote effective changes, in addition to understanding that their action is particular and limited in order to respond to the complexity of the Violence in general, and schooling in a specific context.