Círculos de paz: Significados construidos en torno a la formación ciudadana y la justicia restaurativa en el Colegio Benedictino de Envigado

Abstract

The research analyzes restorative justice as a pedagogical alternative to punitive approaches in the resolution of school conflicts. Its purpose was to understand how Colegio Benedictino de Envigado contributes to the formation of critical and participatory citizens through restorative practices that promote dialogue, empathy, and the reparation of harm. The problem arises from the recognition that Colombian schools often reproduce retributive justice models focused on sanctioning, which limits ethical reflection and learning. In this regard, the school becomes an essential space to rebuild the social fabric and transform conflicts into pedagogical opportunities. Methodologically, the study was approached from a hermeneutic perspective through a case study conducted in grades 7 and 11. Interviews, focus groups, document analysis, and digital surveys were carried out with students, teachers, and administrators. The results show that restorative practices strengthen empathy, dialogue, and shared ¿responsibility, improving school coexistence and the institutional climate. Thus, restorative justice is consolidated as a transformative educational tool that enables a shift from punishment to reflection, fostering citizens committed to peace and democratic coexistence.