Pr?ticas restaurativas : o acontecer do di?logo na escola?

• Main Author: Ara?jo, Ana Paula
• Other Authors: Pereira, Marcos Villela
• Format: Others
• Language: Portuguese
• Published: Pontif?cia Universidade Cat?lica do Rio Grande do Sul 2016
• Subjects: PROFESSORES - FORMA??O PROFISSIONAL; JUSTI?A RESTAURATIVA; CONFLITOS (EDUCA??O); HERMEN?UTICA; EDUCA??O; CIENCIAS HUMANAS::EDUCACAO
• Online Access: http://tede2.pucrs.br/tede2/handle/tede/6825

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS ([e-mail]) on 2016-07-12T18:51:59Z No. of bitstreams: 1 TES_ANA_PAULA_ARAUJO_PARCIAL.pdf: 814461 bytes, checksum: 547794f6a3cd0da7f6b56396c66efc37 (MD5) === Made available in DSpace on 2016-07-12T18:51:59Z (GMT). No. of bitstreams: 1 TES_ANA_PAULA_ARAUJO_PARCIAL.pdf: 814461 bytes, checksum: 547794f6a3cd0da7f6b56396c66efc37 (MD5) Previous issue date: 2016-01-14 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES === The present theses had origin from the questions that the reading of the essay The incapacity for conversation, by the German philosopher Hans-Georg Gadamer (1900 ? 2002) present in the second volume of his book Truth and Method, realized during the doctorate course raised in me, the author of this study. Those questions made myself confuse about the understanding that I had so far about the dialogicity of the restorative proceedings that has been inserted in the School with the intention of peacefully resolving conflicts, avoiding the judicialisation and the violence perpetuation, which I had evolved during my professional trajectory in the municipal education network in Porto Alegre. This suspicion instigates to increase my knowledge, searching answers to these questions, even without having the claim of arrive with them to question depletion, since the possibilities to asking about something will never extinguish under the hermeneutics perspective that orientate the development of this study. To reach the desired answers, it was necessary commit me to a hermeneutics and philosophical reading of a part of the vast gadamerian work and others dedicated philosophers who study it for, thus, realize a conversation with these texts and with myself, allowed myself, as reader and interpreter, to change by this experience that provided the revision of my understanding and the overcoming of some mistaken assumptions, as well as the expansion of my horizon through the fusion of my horizon with the gadamerian horizon. As a result, it was possible comprehend that the achievable dialogicity in the restorative practices also depends of the teaching formative understanding, which will influence in lesser or greater perspective on the overcome of some of the naturalized professional conditioning that disable them to the conversation and make themselves necessary to the posture of who assume the responsibility for the facilitating of this type of meeting in the School. === A presente tese teve origem nas perguntas que a leitura do ensaio A incapacidade para o di?logo, do fil?sofo alem?o Hans-Georg Gadamer (1900 - 2002), presente no segundo volume de sua obra Verdade e M?todo, realizada durante o curso do Doutorado, suscitaram em mim, a autora desse estudo. Perguntas estas que me fizeram duvidar do entendimento que eu tinha at? ent?o acerca da dialogicidade dos procedimentos restaurativos que v?m sendo inseridos na Escola com a inten??o de resolver conflitos pacificamente, de evitar a judicializa??o dos mesmos e a perpetua??o da viol?ncia, com as quais me envolvi durante minha trajet?ria profissional na rede municipal de ensino de Porto Alegre. Essa desconfian?a me instigou a ampliar meu conhecimento, buscando respostas a essas perguntas, mesmo sem ter a pretens?o de chegar com elas a um esgotamento da quest?o, j? que as possibilidades de se perguntar sobre algo nunca se extinguem sob a perspectiva hermen?utica que orienta o desenvolvimento desse estudo. Para chegar ?s respostas almejadas, foi necess?rio entregar-me a uma leitura hermen?utico-filos?fica de parte da vasta obra gadameriana e de outros fil?sofos dedicados a estud?-la para, ent?o, realizar uma conversa??o com esses textos e comigo mesma, permitindo-me, como leitora e int?rprete, ser modificada por essa experi?ncia que proporcionou a revis?o do meu entendimento e a supera??o de alguns pressupostos equivocados, bem como a amplia??o de meu horizonte atrav?s da fus?o de meu horizonte com o horizonte gadameriano. Em decorr?ncia disso, foi poss?vel compreender que a dialogicidade alcan??vel nas pr?ticas restaurativas dependem tamb?m do entendimento formativo docente, o qual influenciar? em menor ou maior perspectiva na supera??o de alguns dos condicionamentos profissionais naturalizados que os incapacitam para o di?logo e que se fazem necess?rios ? postura dos que assumem a responsabilidade pela facilita??o desse tipo de encontro na Escola.