Resignificación del manual de convivencia de la institución educativa de la sabana: un ejercicio desde la justicia restaurativa para la transformación institucional

Abstract

This study examined how restorative justice can contribute to the re-signification of the School Coexistence Manual of Institución Educativa de la Sabana in order to strengthen dialogue, harm repair, and shared responsibility in the management of school conflicts. The research was conducted using a qualitative approach grounded in the interpretive paradigm, the diatopic hermeneutic method, and Educational Action Research. Data were collected through semi-structured interviews, participant observation, document analysis, and restorative circles involving teachers and school administrators from the institution. The findings revealed understandings of school conflict centered on human relationships, life experiences, and students’ support needs. The study also identified practices related to active listening, mediation, trust-building, and collaborative agreement-making, as well as opportunities to strengthen institutional communication, coordination among educational actors, and the implementation of the School Coexistence Manual. The study concludes that restorative justice is not intended to replace institutional regulations but rather to strengthen their pedagogical purpose through dialogue, participation, shared responsibility, and relationship restoration. In this sense, the re-signification of the School Coexistence Manual emerges as an opportunity to promote more humane, reflective, and context-responsive approaches to school coexistence and conflict management