RESTORATIVE PRACTICES IN THE PERSPECTIVE OF INCLUSION

Abstract

This article aims to present a reflection on Restorative Practices and School Inclusion. In this case, the relationship between these practices and the processes of inclusion in an elementary school is investigated. The research, of a basic nature and qualitative approach, seeks to bring, in an explanatory way, an analysis of the field diaries of the restorative activities performed in this school. The results of this analysis showed that students generally shifted their view of differences, while target students of special education were more confident in the regular classroom. Self-esteem increased and, mainly, a significant improvement in interactions among all students. It is concluded from this study that the activity of Restorative Practices combined with Specialized Educational Care contributes to the inclusion process, mainly assisting in promoting attitudinal accessibility and breaking stereotypes.