FROM PUNITIVE TO RESTORATIVE
A NEW LOOK AT SCHOOL CONFLICTS
DOI:
https://doi.org/10.17564/2316-3143.2026v9n3p104-112
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Conflict resolution in the school environment has traditionally been guided by punitive measures which, although capable of temporarily restoring order, fail to address the structural causes of conflicts or promote the emotional development of those involved. In this context, Restorative Justice (RJ) emerges as a transformative approach based on dialogue, empathy, and mutual accountability. This article aims to evaluate the effects of implementing restorative practices in schools through an integrative literature review. The research was conducted in the SciELO, Lume, and DOAJ databases using descriptors such as “Restorative Justice,” “School Conflicts,” and “School Violence.” Of the 158 articles initially identified, 13 met the inclusion criteria. The studies analyzed demonstrate that RJ, when applied in a structured and collaborative manner, significantly contributes to conflict reduction, the strengthening of interpersonal bonds, and the construction of a culture of peace within schools. Case studies from different Brazilian educational contexts report improvements in the school climate, conflict mediation, and the development of more empathetic and cooperative individuals. Despite these advances, the implementation of RJ still faces challenges, such as resistance from part of the school community and the need for ongoing teacher training. It is concluded that Restorative Justice holds great potential to transform school culture, provided it is adopted as an integrated institutional policy with the active involvement of the entire educational community.
