Full text
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| Author(s): |
Letícia Trombini Vidotto
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Ribeirão Preto. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (PCARP/BC) |
| Defense date: | 2018-11-26 |
| Examining board members: |
Laura Vilela e Souza;
Daniel Silva Achutti;
Petronella Maria Boonen;
Murilo dos Santos Moscheta
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| Advisor: | Laura Vilela e Souza |
| Abstract | |
Considering: the need for investment in alternative modes of justice, other than Retributive Justice; the successful use of restorative practices to foster a culture of peace; the success seeing in the use of restorative practices to reduce the judicialization of school conflicts and crime levels in this context; the bet on forms of conflict resolution that lead to relational co-responsibility and not to individual blame, with the active participation of the community in this process; the importance of a qualification process in quality restorative practices, for the success of its use; the scarcity of studies that focus on the critical analysis of the processes of training facilitators; and the importance of the study of these formative processes in the generation of resources, instruments and relational technologies that can be exported to other contexts, the objective of this study was to understand the senses produced on the participation in the training process in facilitating restorative practices from practices of their participants. To that end, 11 participants in a process of training in restorative practices of a municipality in the interior of the State of São Paulo were interviewed. The epistemological basis of this study is social constructionist, which understands the study of discursive practices as a way of analyzing the production of meanings. The thematic categorization of transcripts of the interviews allowed the highlighting of three themes that were significant to the objectives of this research: participants\' expectations for training in restorative justice, effects on daily life and professional life of participation in training and (in)sufficiency of training in restorative justice. The senses produced in these themes were discussed transversally by the three axes: \"For What\" is the process, related to the purposes and objectives of the training; \"The Who\" of the training, related to questions about adherence and target audience, and \"The How\" of training, related to the format and content needed in a training process. The results showed that many of the participants reported changes in the quality of listening, communication, posture and conflict understanding. Clarity of the participants\' expectations was fundamental, since initial conversations in order to meet these expectations can help to reduce unrealistic ideas, reduce levels of anxiety, friction and abandonment rate of the participants, as well as allowing more productive participation. It is suggested that different didactic strategies might be used for different audiences and that training moments should be used to enable participants to practice and reflect on their actions. In addition, it is necessary to recognize the limits related to decision-making that involve material and institutional issues, taking into account the complexity of the broader power relations that encompass an implementation. It is also important for the sharing of these practices and the training of facilitators, the disseminators have previous experience, besides the questioning of what kind of understanding and discourse of JR the formative processes produce, reflecting on processes responsible and consistent with the proposal of this methodology. (AU) | |
| FAPESP's process: | 16/23063-6 - Participation in the training process of facilitators in restorative practices at schools |
| Grantee: | Letícia Trombini Vidotto |
| Support Opportunities: | Scholarships in Brazil - Master |