MEDIAÇÃO DE CONFLITOS E DIREITOS HUMANOS NA VIOLÊNCIA ESCOLAR: DA LÓGICA PUNITIVA À PRÁXIS RESTAURADORA
DOI:
https://doi.org/10.48075/tjhh0519Keywords:
Formação docente, Educação em Direitos Humanos, mediação de conflitos, impactos socioemocionais, práxis restauradoraAbstract
This study aims to analyze the mismatch between the normative framework of Human Rights Education and the persistence of punitive logic in the management of conflicts within the context of school violence, particularly those related to gender and sexuality. The central thesis argues that punitivism does not constitute an individual moral deviation, but rather a symptom of a banking and technicist formative matrix that prioritizes execution and control over authorship and dialogue. Based on a bibliographic research approach, the study shows that structural violence is perpetuated through bureaucratic practices that, in the name of efficiency, end up penalizing diversity. It also highlights the socio-emotional impacts of such dynamics, as well as the expansion of conflicts into digital environments through practices such as cyberbullying. The findings indicate that overcoming this scenario requires an epistemological reconstruction of teacher education, grounded in the valorization of experiential knowledge and the creation of formative spaces that enable a dialogical, intersectional, and restorative praxis.
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Copyright (c) 2026 Jorge Ricardo Gouveia, Josiane Peres Gonçalves
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