Bontempo, Paulo Cesar2025-12-092025-12-092025COSTA, Gerzilei Rabelo de Almeida. Análise do programa pilares: uma abordagem da justiça restaurativa no contexto da gestão escolar municipal de Goiânia. Goiânia (GO), 2025. 108 f. Dissertação (Mestrado Profissional em Adminstração) - Centro Universitário Alves Faria, 2025.https://repositorio.unialfa.com.br/handle/123456789/691This research aims to investigate the results achieved by Restorative Justice in the resolution of conflicts between students, teachers and the community, in the municipal schools of Goiânia, and proposes the following quest: What is the perception of the professionals of the Pilares Program in relation to the results achieved by the program in the program? prevention and resolution of conflicts and violence in the school context? The general objective is to validate the perception of professionals in relation to the results of the Pilares Program, implemented as a tool in the prevention and transformation of conflicts and violence in the context of municipal schools of Goiânia. Specifically, the research seeks to reveal the creation and implementation of the Pilares Program in the municipal school management of Goiânia; analyze and verify the results achieved by Restorative Justice in the resolution of conflicts between students, teachers and the community; Finally, identify the challenges and obstacles in the adoption of Restorative Justice in the school efforts of the Goiânia Municipal Network. The results indicate that, in the perception of professionals about the Pilares Program, implemented as a tool for the prevention and transformation of conflicts in the municipal schools of Goiânia, there is significant diversity in the professionals, with 39.6% of participants identifying themselves as "Outsiders" and 73% acting more than 10 years Most of the participants invested heavily in continued training and specialized education, with a high level of qualification. The study also highlights the need for more research to better understand the different parents in the educational environment. Most of the participants participated in some training on Restorative Justice, indicating a high level of engagement with restorative practices. However, 23.4% did not participate, indicating the need for expanded training opportunities. The study also highlighted the importance of equitable continuing education policies, with 71.2% of participants having access to information about the program. The program was well received, with 49.5% of two participants stating that they had sufficient support. The program was considered a positive agent for promoting a more peaceful school environment, with 49.5% of participants stating that it contributed to the reduction of conflicts. Based on the qualitative data, the participants' suggestions indicate a collective awareness that the program needs to be established as a permanent public policy, not just a one-off project. The recommendations reinforce the need for ongoing training, expanded inter-institutional partnerships, family involvement, and integration with other network programsptGestão educacionalViolência no ambiente escolarJustiça restaurativa