Polícia Militar da Bahia e as práticas restaurativas nas escolas públicas do Município de Ipiaú: um estudo de caso sobre o Projeto Coração de Tinta

Abstract

This research is based on observation and experimentation with the actions of the Coração de Tinta Project in the city of Ipiaú, an initiative that emerged in July 2018, in the District of Ipiaú, integrating institutions and the community, for the development of restorative practices. It expanded through the relationship between Restorative Justice and Public Security and the involvement of various social segments, including schools. Thus, the object of this research arises from the need to understand and recognize the elements of a collective memory originated by the integration between the Military Police, the School and Restorative Justice, whose efforts focused on the search for solutions to contain the spread of violence that afflicts the school community in the municipality. This is a reality experienced by most schools in the city of Ipiaú, which suffers from the influences arising from problems related to the drug market and its connections, making the challenges for implementing mitigating proposals even greater. The general objective of this work is to systematize the application of restorative practices, based on the recognition of the collective memory of the participants of the Tinted Heart Project, aiming to establish an institutional memory of the Military Police of Bahia on restorative justice actions. The specific objectives are: 1. Analyze the influence of restorative practices on the relational interactions of the school community and the relationship with the military police; 2. Know and relate the functioning of restorative practices as tools for transforming conflicts, preventing violence and promoting a culture of peace. 3. Discuss the applicability of restorative practices, based on the principles of horizontality, voluntariness, consensuality and confidentiality, given the intrinsic contrasts of police force mechanisms; 4. Develop a systematized procedural model to support restorative police action in public schools and create records to validate institutional memory. The methodological perspective was drawn from a Case Study, linked to the collective memory in the practice of said project. Thus, fieldwork was carried out with the application of semi-structured interviews to six groups, according to their specificities, in addition to direct observation. Documentary and bibliographical research was also carried out.