ABSTRACT:
The present article aims to know the place that human rights and restorative justice have in the oral history of teachers who work in the state network of the city of Campinas-SP. It is understood that conflict mediation depends on the way restorative processes are welcomed, planned and executed. Thus, based on the oral life history of these teachers, this article seeks to identify, in their narratives, how the use of restorative justice was carried out in the school context. Authors such as Foucault, Larrosa, Veiga-Neto, and Pignatelli helped to problematize the teachers' narratives involving restorative practices, recognizing in them subjective predispositions that, being exercised based on control devices, feedback in this locus the same violence they intend to cool down. It is understood that it is necessary to encourage the teaching agency, in the sense of stimulating among educators a permanent reflection, in order to transform school routines and reflect on what can be done in the circumstances in which they operate, on a daily basis.
Keywords:
Human Rights Education; Restorative Justice; School Violence