Category Archives: EDUCATION FOR PEACE

El Salvador : MUPI promotes workshops on Culture of Peace

. EDUCATION FOR PEACE .

An article from Diario Co Latino (translation by CPNN)

The Museum of the Word and the Image (MUPI) continues the Culture of Peace workshops «Be authentic, non-violent» with a participatory methodology for the prevention of violence and education for peace, aimed at basic-high school teachers, community promoters and social and cultural managers.

Question for this article:

Where is peace education taking place?

This free face-to-face course, which began on November 15 of last year, is carried out through a public invitation. 20 people are participating, 3 men and 17 women. Each participant has obtained a comicbook, a theoretical manual and a practical manual. They are working on the validation of new topics that will be incorporated into these materials. In March, the presentation of practical work and the delivery of diplomas will take place.

The Culture of Peace Course “Be authentic, non-violent” is facilitated by Claudia Anay García and the anthropologist Anna Theissen, cooperating with the Civil Service for Peace-SCP Germany, within the framework of the INTERPAZ-AGIAMONDO project.

(Click here for the original Spanish version).

Youth Survey Report : Youth Knowledge & Interest in Peace Education

… EDUCATION FOR PEACE …

A survey by the Global Campaign for Peace Education

In April 2021, the Global Campaign for Peace Education (GCPE) conducted a youth-focused survey to better understand awareness of and interest in peace and social justice education among high-school and college-age youth. This report is the result of the Global Campaign’s findings and analysis. Ultimately, GCPE hopes that this report will provide insight into youth awareness of and interest in peace education in an attempt to increase youth engagement.


Interest regarding social justice issues among high school students surveyed from around the world (Click on image to enlarge)

The Youth Survey on Peace and Social Justice Education was conducted by the Global Campaign for Peace Education Youth Team, composed primarily of students in the Justice and Peace Studies Program at Georgetown University. Team members include: Keaton Nara, Caelan Johnston, Maude Peters, Heather Huang, and Gabby Smiley. The report and analysis was supervised by Micaela Segal de la Garza, Program Manager, and Tony Jenkins, Coordinator of the Global Campaign for Peace Education.

The Global Campaign for Peace Education Youth Team is following up with survey respondents to explore the development of a peace education youth network.

Key findings and recommendations are reproduced below. For additional details and analysis, download the complete report.

Key Findings

In terms of existing peace education projects and programs, respondents demonstrated the highest levels of interest in violence prevention, human rights, global development, global citizenship, and gender violence.

Respondents demonstrated the least amount of awareness in meditation and restorative practices.

There was a strong interest in social justice, specifically in regard to issues of gender violence, terrorism, and racial violence, all of which were identified as significant subjects across demographic groups.

For world college-age demographics – both enrolled and not enrolled in peace studies programs – political polarization was the top-rated subject for interest in social justice projects and programs.

Questions for this article:

How can we promote a human rights, peace based education?

In gauging interest in youth-focused training, the survey found that respondents demonstrated, on average, the highest level of interest in creative outlets (i.e. opportunities to bring in new ideas through creative expression)

Recommendations

The majority of respondents, regardless of age, location, or enrollment in peace studies programs, learned about peace education programs and projects outside of school. There is a distinct lack of formal peace education in schools despite marked interest.
Recommendation: Support the development of peace education opportunities in schools that address students’ interests; capacitate students with skills so they may advocate for peace education programming (something respondents showed strong interest in).

Peace education is inherently community-driven, and it is precisely that communal aspect that youth seem to be most interested in.

Recommendation: Create clubs in schools that educate students about peace education and simultaneously create a space to forge community ties; bring peace education to community centers; provide peace education after-school programs.

Providing opportunities for youth to be active participants in their education is of the utmost importance.

Recommendation: Peace education programming and content should be derived from and designed to meet students’ social justice interests and not just the interests of teachers/faculty.

Social media platforms are incredibly important for youth programming and community engagement. Instagram, Facebook, Twitter, and newsletters emerged as the most used tools among respondents.

Recommendation: Create social media platforms that engage youth; create posts that appeal to the specific topics within peace education that they express interest in; respondents demonstrated, on average, the highest level of interest in creative outlets for youth-focused training, and social media is an excellent medium for this.

Many respondents demonstrated interest in a new youth focused network, though enrollment in a peace studies program generally indicates a higher level of interest.

Recommendation: Develop a new youth focused network for those who are interested to become involved and make connections with one another.

Peace Education Advocacy

The GCPE has a particular interest in students being able to advocate for their own curriculum and education. Youth inclusion in decision making is of the utmost importance, which is why respondents were asked about their interest in learning skills to advocate for peace education in their schools and communities. In general, respondents demonstrated high levels of interest in learning peace education advocacy skills with the average response across groups being 3.6 with 5 being the highest level of interest. These trends are demonstrated in the graph (see original article).

Argentina : Federal Network of Centers for Community Mediation and Training in School Mediation with an Example from Province of Buenos Aires

… EDUCATION FOR PEACE …

Articles from the Government of Argentina and Colegio de Escribanos, Province of Buenos Aires (translation by CPNN)

On December 16, the National Directorate of Mediation and Participatory Methods of Conflict Resolution, held the “National Meeting of the Federal Network of Community Mediation Centers and Training in School Mediation”.

Participants were judiciary officials coming from national, provincial and municipal executive governments; Presidents of Associations and foundations; National and Provincial Universities, all being members of the Network of Community Mediation Centers .
It was an enriching meeting, where experiences and developments of public policies for the strengthening of the Network were shared.

For the year 2022, an agenda of successive regional meetings and an annual closing event for the month of September are projected.

The objective of the “Juan José Cinqualbrez” Institutional Mediation Center is to carry out voluntary mediation (Law 13951), to disseminate mediation, its principles and characteristics, to train mediators, to create the Centers in each of the Delegations of the Association of Notaries, to organize conferences, forums, conferences, workshops, courses, sign collaboration agreements with national and foreign entities.

Our vision is to promote active social participation in conflict management, which will allow the co-construction of peaceful coexistence, and our mission is to contribute through processes of consensus and dialogue to access to justice for all social components.

Who are the mediators?

People trained and trained in resources and techniques in the art of managing conflicts, and effective communication. Their functions are:
°Accompany the parties within the framework of a trustworthy space.
° Guide the process.
° Facilitate dialogue between the parties.
° Balance the differences.
° Promote active listening.
° Maintain a climate of respect.
° To not judge or decide for the parties.

Question for this article:

Mediation as a tool for nonviolence and culture of peace

(Article continued from left column)

The Advantages are :
° It provides a trustworthy space for dialogue.
° It is a short and inexpensive procedure.
° The parties agree on the solution to their conflict cooperatively.
° It ensures the secrecy of what is manifested, helping to maintain bonds and to balance power.

The parties :
° They are the protagonists of the mediation process.
° They will go from being two parties in conflict to being two parties to the conflict.
° They can go to mediation by themselves or accompanied by their lawyers.

What is the mediation clause?

It is a provision suggested by the College of Notaries to be incorporated into all contracts and regulations in which the notary intervenes. It is about adding a legend where it is stipulated that “in the event that divergences or adversarial conflict situations arise between the parties to the contract (…), the grantors voluntarily agree to submit to the Voluntary Mediation procedure for its solution (Law 13951), through the intervention of the mediators of the ‘Institutional Center of Mediation of the Association of Notaries of the Province of Buenos Aires’ with headquarters at Avenida 13 No. 770 of the city of La Plata (or its Mediation Center of the Delegation… of said Institution, domiciled at…”

Where can this clause be inserted?

This clause may be, for example, in: sales tickets; lease contracts; loan contracts; constitution of mortgages; business partnership agreements; constitution of use; room, servitude; constitution of usufruct; constitution of civil companies; constitution of sports clubs; association statutes; statutes of neighborhood and development societies; constitution of foundations; horizontal property regulations; constitution and dissolution of condominiums, among others.

Mediation centers:

To find out about the Mediation Centers, click here.

Suggested clause

To access the suggested mediation clause, click here.

(click here for the original version in Spanish).

Granada, Spain : The Mediation Group shows members how to put the transformative model into practice

… EDUCATION FOR PEACE …

An article from the Illustre Colegio de Abogados de Granada (translation by CPNN)

In the field of Mediation there are different schools that offer diverse procedural dynamics depending on the type of conflict in question. One of them is the transformative perspective, where the focus is on the process, and not so much on the agreement. This model was discussed during the last session of the ‘Afternoons of Mediation’ cycle organized by the Specialized Mediation Group of the Granada Bar Association on December 15.

(click here for the original version in Spanish).

Question for this article:

Mediation as a tool for nonviolence and culture of peace

(Article continued from left column)

The person in charge of informing the lawyers on this matter was the lawyer and international mediator Gustavo Fariña. He was introduced by the president of the group, Margarita Manzano Enríquez de Luna. The expert began by explaining that the most efficient method for conflict resolution is the one where the interest of the parties is used as a basis. This is more effective than application of the Law or the use of power, and in this way mediation can facilitate self-determination and the humanizing power of dialogue.

Next, the speaker argued that this conflict resolution system should be standardized, installed and promoted, since it favors a more democratic and peaceful culture in society in the resolution of conflicts. It returns the leading role to the parties in making decisions in conflicts, allows the parties to develop communication skills, makes it possible to decongest the Administration of Justice, provides society with greater access to Justice and makes people feel that they have regained their own voice.

Fariña also shared with the attendees of this online conference the transformative approach, where the focus is on the transformation of the interaction in the conflict, rather than its resolution. This helps to alleviate the effects of weakness and self-absorption that caused the problem and it produces a shift towards strength and empathy.

Finally, the mediator explained the transformative practices. These include : reorienting the intervener’s mission and commitment towards conflict transformation; maximizing the choice and control of the parties in terms of content and process, to increasing the intervener’s transparency: avoiding the use of pressure, manipulation and overreaction; and promoting the conversation between the parties.

Panama : Management results in 2021 of the Coordination Office of the Community Mediation Program

… EDUCATION FOR PEACE …

An article from the government of Panama (translation by CPNN)

The Coordination Office of the Community Mediation Program presented the main results achieved during the management period corresponding to the year 2021, in order to make visible the efforts and collaborative work carried out by each of the team members.

The presentation was given by Thaiska T. Tuñón Solano, head of the Coordination Office, and community mediators from the Administration Attorney’s Office participated.

(Article continued in right column)

Question for this article:

Mediation as a tool for nonviolence and culture of peace

(Article continued from left column)

Tuñón highlighted that, despite the difficulties encountered in the current context generated by the public health situation, important results were attained. Among these, he highlighted the resumption of agreements with different local authorities and national and international organizations to guarantee the operation of the Community Mediation Centers, in addition to the participation in different virtual academic activities at the international level to strengthen national and international technical cooperation.

The actions carried out collaboratively with the Norwegian Council for Refugees were highlighted, as well as the sensitizations developed in the community by each of the Community Mediation Centers. Also, he mentioned that most cases continue to be initiated voluntarily, that is, that the citizen directly attends the Center to request the conflict management service without the intervention of a judge or other authority.

(click here for the original version in Spanish).

Centers for Mediation, Conciliation and Restorative Justice in the State of Mexico

… EDUCATION FOR PEACE …

An article from Hacienda Cuautitlan (translation by CPNN)

PROCESS

STAGES OF MEDIATION AND CONCILIATION

The mediation and conciliation services provided by the Center can be initiated at the request of the interested party or by referral from the Public Prosecutor’s Office or the judge who hears the matter, when the willingness of the interested parties to resolve their disputes through any of these methods is confirmed. This can begin before starting a judicial process, during the process or after it has concluded.


Click on image to enlarge.

1. REQUEST FOR MEDIATION AND CONCILIATION

The person interested in resolving their conflict through these channels must go personally or, where appropriate, through their legal representative with power of attorney to the State Center headquarters closest to their home with the original and a simple copy of their official identification , as well as the location data of the person you want to invite (full name, address and telephone number, if you know it).

If you wish to expedite this service, you can have the Service Request Form printed with the requested data.

2. START OF THE MEDIATION OR CONCILIATION PROCESS

Each Center has Secretaries or Operational Secretaries, who will verify if the conflict is susceptible to mediation, conciliation or subject to a restorative process, in accordance with the law. If so, a file is started that includes the data of both parties.

Finally, you will be provided with the date for the initial mediation or conciliation session, the corresponding file number and the name of the Mediator-Conciliator or Facilitator who will assist you.

The Secretary and/or Operational Secretary will make the invitation and turn it over to the Social Worker so that he/she invites the other person or persons to attend on the scheduled date; In addition, he reports the matter to the Mediator-Conciliator and Facilitator who will be responsible for assisting him.

3. INVITATION

A social worker comes to the house of the invited person delivers the invitation, letting him know that there is a person interested in discussing the conflict in common to seek alternative solutions, through mediation or conciliation.

(Article continued in right column)

(click here for the original version in Spanish).

Question for this article:

Mediation as a tool for nonviolence and culture of peace

(Article continued from left column)

4. MEDIATION AND/OR CONCILIATION SESSIONS

On the date and time indicated to the parties, the Mediator-Conciliator assigned to the matter waits for the parties.

If both parties show up, the session will begin, which takes place in a private and comfortable space. On the first occasion, the Conciliatory Mediator explains the purposes of the procedure, the rules that allow a respectful dialogue and ascertains the willingness of the parties to seek a solution to their dispute.

The Mediation or Conciliation sessions are oral and all that are necessary for the resolution of the conflict are carried out.

In each session, the people involved will have the opportunity to actively intervene, by expressing their needs, emotions, feelings and proposals, in an environment of trust, cordiality and respect guided by the assigned Mediator-Conciliator.

If the parties reach one or several points of agreement, it will be recorded in an agreement, a copy of which is given to those involved.

5. CONCLUSION OF THE MEDIATION OR CONCILIATION

In accordance with the Regulation of the Law of Mediation, Conciliation and Promotion of Social Peace for the State of Mexico, the request may be inadmissible or the mediation, conciliation or restorative justice procedure may be terminated, in case it becomes evident that the process of the alternative method is based on dishonest presentations.

6. AGREEMENT AUTHORIZATION

The head of the Mediation and Conciliation Center must ensure that the agreement does not contain dishonest consent, that it does not contravene morality or public order provisions, as prerequisites for its authorization.

When agreements are reached, they are signed by all the interested parties, include the fingerprints of the signatories, the signature of the Mediator-Conciliator who intervened and, finally, the signature of the head of the Mediation and Conciliation Center and the institutional seal.

7. EFFECTS OF JUDICATION

Once the agreement or agreement has been signed and authorized, it will have the same effectiveness between the parties as res judicata, and may be executed, in the event of non-compliance, by way of enforcement, provided for in the Code of Civil Procedures of the State of Mexico.

8. BREACH OF AGREEMENT

In case of non-compliance with the agreement, the parties have the right to choose whether to proceed to its execution by way of enforcement before the competent judge; or they initiate a new mediation or conciliation process.

http://www.pjedomex.gob.mx/conciliacion/#

Indian Ministry of Law and Justice : The Mediation Bill, 2021

… EDUCATION FOR PEACE …

A project of law from PRS India

 The Mediation Bill, 2021 was introduced in Rajya Sabha on December 20, 2021.  Mediation is a form of alternative dispute resolution (ADR), where parties attempt to settle their dispute (outside courts) with the assistance of an independent third person (mediator).  The Bill seeks to promote mediation (including online mediation), and provide for enforcement of settlement agreements resulting from mediation.  Key features of the Bill include:

° Applicability: The Bill will apply to mediation proceedings conducted in India where: (i) all parties reside in, are incorporated in, or have their place of business in India, (ii) the mediation agreement states that mediation will be as per this Bill, or (iii) there is an international mediation (i.e., mediation related to a commercial dispute where at least one party is a foreign government, a foreign national/resident, or an entity with its place of business outside India).  In these cases, if the central or state government is a party, the Bill will only apply to: (a) commercial disputes, and (b) other disputes as notified by such government.

° Pre-litigation mediation: In case of civil or commercial disputes, a person must try to settle the dispute by mediation before approaching any court or certain tribunals as notified.  Even if the parties fail to reach a settlement through pre-litigation mediation, the court or tribunal may at any stage of the proceedings refer the parties to mediation if they request for the same.

° Disputes not fit for mediation: Disputes not fit for mediation include those: (i) relating to claims against minors or persons of unsound mind, (ii) involving prosecution for criminal offences, (iii) affecting the rights of third parties, and (iv) relating to levy or collection of taxes.  The central government may amend this list of disputes.
.
(Article continued in right column)

Question for this article:

Mediation as a tool for nonviolence and culture of peace

(Article continued from left column)

° Mediation process: Mediation proceedings will be confidential.  A party may withdraw from mediation after the first two mediation sessions.  The mediation process must be completed within 180 days (even if the parties fail to arrive at an agreement), which may be extended by another 180 days by the parties.  In case of court annexed mediation (i.e., mediation conducted at a mediation centre established by any court or tribunal), the process must be conducted in accordance with directions or rules framed by the Supreme Court or High Courts.

° Mediators: Mediators only assist the parties to settle their dispute, and cannot impose a settlement on the them.  Mediators may be appointed by: (i) the parties by agreement, or (ii) a mediation service provider (an institution administering mediation).  Mediators must disclose any conflict of interest that may raise doubts on their independence.  Parties may then choose to replace the mediator.

° Mediation Council of India: The central government will establish the Mediation Council of India.  The Council will consist of a chairperson, two full-time members (with experience in mediation or ADR), three ex-officio members (including Secretaries in the Ministries of Law and Justice and Finance), and one part-time member (from an industry body).  Functions of the Council include: (i) registration of mediators, and (ii) recognising mediation service providers and mediation institutes (providing training, education and certification of mediators).

° Mediated settlement agreement: Agreements resulting from mediation must be in writing, signed by the parties and authenticated by the mediator.  Such agreements will be final, binding, and enforceable in the same manner as court judgments (except agreements arrived at after community mediation).  Mediated settlement agreements (besides those arrived at in court referred mediation or by Lok Adalat or Permanent Lok Adalat) may be challenged only on grounds of: (i) fraud, (ii) corruption, (iii) impersonation, or (iv) relating to disputes not fit for mediation.

° Community mediation: Community mediation may be attempted to resolve disputes likely to affect the peace and harmony amongst residents of a locality.  It will be conducted by a panel of three mediators (may include persons of standing in the community, and representatives of RWAs).

° Interface with other laws: The Bill will override other laws on mediation (except certain laws such as the Legal Services Authorities Act, 1987, and the Industrial Relations Code, 2020).  The Bill also makes consequential amendments in certain laws (such as the Indian Contract Act, 1872, and the Arbitration and Conciliation Act, 1996). 

Spain : Films for peace – ten years of MUSOC

EDUCATION FOR PEACE .

An article by Pablo Batalla Cueto in Lamarea86

A meeting place between cinema, social activism and critical thinking, which seeks to deepen the knowledge of human rights and the culture of peace: this is how MUSOC, the Social Film and Human Rights Exhibition, is presented ; a cinematographic event organized by Acción en Red Asturies. The event is supported by more than 40 organizations and groups and it has become an increasingly well-known reference –in Asturias and outside it– of the cultural programming related to the art of the cinema.


A frame from the film ‘Six Days Current’.

This year marks the decade anniversary : a special edition that will once again be displayed by several Asturian municipalities and educational centers in the region with film screenings (with the thematic sections Outskirts, Another Station, Creators looking to the South, Transits and Daughters of Guy) as well as some parallel activities: his Visible Dialogues , a colloquium between filmmakers, activists and the public; the MUSOCeduca pedagogical project, consisting of the dissemination of human rights and peace culture in eighty schools; and the delivery of the Chema Castiello Award.

(continued in right column)

(Click here for the original Spanish version of this article.)

Question for this article:

Film festivals that promote a culture of peace, Do you know of others?

(continued from left column)

The inauguration is on Friday, January 7. It will open the exhibition Six days current , directed by Neus Ballús, winner of the Chema Castiello 2022, Espiga de Plata in the last Valladolid Festival. The film features three workers from a small plumbing and electricity company on the outskirts of Barcelona. One of the workers, of Moroccan origin, has to demonstrate for a week that he is ready to be the replacement for his partner Pep after his retirement and dissolve the doubts of Valero, the other partner, who doubts that those who require the services of the small company will accept a worker from the Maghreb in their homes . 

On successive days, and until January 30, MUSOC attendees will be able to see films such as Mali Twist, by Robert Guédiguian, a film set in the revolutionary Bamako of the sixties, which will be screened at the Niemeyer Center in Avilés ; As Far As I Can Walk, by Stefan Arsenijevi ?, starring a Ghanaian migrant who meets his wife in a Serbian refugee center, which can be seen at the Philharmonic Theater in Oviedo on the 18th; or, at the Riera Theater in Villaviciosa, Nora’s Awakening, by Leonie Krippendorf, about the adolescent infatuation of two young Berlin girls, Nora and Romy.

Other films concern the trans pioneer and activist against AIDS Connie Norman, the rural exodus in Kenya, the criminalization of abortion in El Salvador, the life of the last republican mayor of Seville and the dramas about Kosovo, Mexico and India.

Oviedo, Gijón, Avilés, Cangas de Onís, Langreo, Siero, Navia, Castrillón, Villaviciosa and Llanes are the participating towns, distributed from west to east throughout the region, of this edition. They take into account the current pandemic by the observance of the COVID-19 protocols, with accesses and exits to the spaces in an orderly and staggered manner and the obligation to use a mask and hydroalcoholic gel.

Creativity, diversity, freedom, reflection and commitment: these are the values to which this festival seeks to embrace; these virtues are essential in increasingly tough times. Hence the title of another of the films in this MUSOC, which will be screened in Navia on the 13th: A Little Plan… How to Save the World.

Dominican Republic: 11 Thousand People Train in Conflict Resolution and Culture of Peace in 2021

… EDUCATION FOR PEACE …

An article in El Nuevo Diario

The National Conflict Resolution System (Sinarec), reported this Tuesday (January 4) that in the past year 2021 it trained more than 11 thousand people in its citizen education programs for alternative conflict resolution and culture of peace. The programs are aimed at community leaders, members of the Public Ministry and administrative personnel of the public prosecutor’s offices of the country and abroad.

Sinarec highlighted that the trainings consisted of workshops, discussions, conferences, round tables, diplomas and specialized courses in mediation, alternative conflict resolution, culture of peace, human rights and non-violent communication, among other methods of violence reduction. .

(Article continued in right column)

(click here for the original version in Spanish).

Question for this article:

Mediation as a tool for nonviolence and culture of peace

(Article continued from left column)

It was indicated that these preventive actions served as an extension to the daily work of Sinarec, which mediates between parties in conflict, providing guidance and support to reach agreements that avoid the need for judicial prosecution.

Sinarec added that during the year just ended, the mediators received hundreds of citizens and achieved peaceful resolutions in 90% of the cases.

In a statement, it was pointed out that these services are permanently available at the agency’s headquarters, located at 237 Barney Morgan Street, in the Luperón expansion, under rigorous measures. of biosafety and with the participation of personnel trained in mediation.

The director of Sinarec, Petronila Rosario Adames, explained that with the endorsement of the Institute of Higher Education National School of the Public Ministry, 78 members of the career of the Dominican and Chilean Public Ministry participated virtually and completed the diploma in Conflict Management and Mediation .

She added that participants included 315 professional members of the Dominican Association of Psychology (Asodopsi), the Integral Ethnic Foundation (Lafei), Dominican Association of Teachers (ADP), members of the National Police, community and ecclesiastical leaders.

Rosario Adames emphasized especially the Youth Mediation and Restorative Practices course, taught to 45 adolescents inmates at the Comprehensive Care Center for Adolescents in Conflicts with the Criminal Law (CAIPACLP), in Manoguayabo, where there was a positive change in the behavior of the participants after receiving training in peer mediation.

Brazil: Practices that promote a culture of peace at Funase had good results in 2021

. . DEMOCRATIC PARTICIPATION . .

An article from the blog of Didi Galvão

Restorative justice actions, aimed at promoting a culture of peace in socio-educational units in Pernambuco, had good results in 2021. During this period, 77 circles of restorative justice were carried out with 458 participants, including adolescents and young people in compliance with socio-educational measures and employees of the Socio-Educational Service Foundation (Funase), an institution linked to the Department of Social Development, Children and Youth (SDSCJ) of Pernambuco.


Image: Divulgação/Funase

The face-to-face activities took place in a manner adapted to the health guidelines resulting from the Covid-19 pandemic, with smaller groups of participants, in accordance with the protocol established by Funase. The training processes of multipliers, on the other hand, prioritized the virtual modality. In 2022, the idea is to continue expanding the work of the Center for Restorative Justice (NJR), a group of public servants established in 2019 with the objective of disseminating these practices in the socio-educational system in Pernambuco.

(article continued in right column)

(Click here for the original article in Portuguese)

Discussion question

Restorative justice, What does it look like in practice?

(article continued from left column)

Restorative Justice addresses issues such as conflict mediation and non-violent communication, encouraging accountability processes. Marcela Mariz, coordinator of the NJR, believes that the gains have been significant. “We see important results for those who participate. Compliance with the socio-educational measure is not easy. Welcoming, strengthening and empowering are essential actions. And Restorative Justice presents itself as a great tool for that”, she says.

The Socio-Educational Service Center (Case) Jaboatão dos Guararapes, in the Metropolitan Region of Recife, is one of the Funase units where restorative practices are implemented and in progress. “At first, some teenagers show resistance, but later they realize that that moment is theirs and that’s when they can reflect, tell stories and build an internal space for this practice”, explains psychologist and reference technician Cristiane Campelo.

In 2021, training courses were held for managers and technicians on the topic “Restorative Justice in the Socio-Educational System”, with the promotion of Funase in partnership with the Training Center for Public Servants and Employees of the State of Pernambuco (Cefospe). Trainings on coping with LGBTphobia and its parallels with restorative practices were also guided. Another highlight was NJR’s participation in the 1st Latin American Journey “Justice and Restorative Practices: reflections, tools and good practices”, an event held in September, remotely, based in Argentina.