Uma experiência com a metodologia do círculo de construção de paz em uma escola de São Leopoldo: proposta de intervenção para a prevenção da violência escolar

Abstract

This dissertation addresses the issue of tackling school violence inspired by Restorative Justice methods, developed in a municipal school in São Leopoldo, Brazil. The central objects of study are school violence and Restorative Justice, with emphasis on the Peace Circle (Círculo de Construção de Paz – CCP), a practice based on the active participation of students. The research problem guiding this investigation is: How do students of a municipal school in São Leopoldo understand the different forms of school violence, their manifestations in interpersonal relations, and the conceptions they construct about the phenomenon of violence? The study is directed primarily toward two groups: students, as it seeks to provide them with a tool capable of contributing to conflict resolution and fostering their role as active subjects in this process; and school managers, since understanding students’ perceptions of violence can support the creation of an educational environment in which management efforts are less consumed by constant conflict resolution and more oriented toward improving school practices. The general objective is to analyze and systematize how students of a municipal school in São Leopoldo perceive and interpret the different forms of school violence, their expressions in interpersonal relationships, and the conceptions they construct about the phenomenon. Four specific objectives were defined: (a) to identify the types of school violence most recognized by students and their manifestations in daily life; (b) to analyze how students perceive interpersonal relations within the school and their connections with violent practices; (c) to examine the conceptions elaborated by students about school violence; and (d) to investigate strategies or solutions suggested by students themselves for addressing violence, supporting an intervention proposal. The methodology included the application of questionnaires to 7th, 8th, and 9th grade students, with parental consent and student assent; data analysis and tabulation; Peace Circles conducted with 8th grade students, who reflected on the findings in a context of respectful listening and dialogue; and, finally, the elaboration of an intervention proposal for addressing school violence. The selected school is located in a socially vulnerable area, which reinforces the relevance of the research by highlighting the need for strategies that integrate restorative justice, student participation, and school management to strengthen a culture of peace. It is concluded, therefore, that addressing school violence requires much more than disciplinary rules or punitive measures. It demands a cultural shift sustained by ethical bonds, active listening, and the symbolic appreciation of school subjects.