Description

Restorative practices in re-education institutions are one more way to enrich the re-educational pedagogicalprocess and complement it from the perspective of restorative care. To achieve this, for pedagoguesit is necessary to approach and understand a possible concept of justice with a restorative approach inthe context of adolescent offenders of criminal law, as well as the way to accompany, strengthen andconsolidate strategies that tend to empower and recognize in the young person the responsibility that hehas to change, for himself, his lifestyle, accepting himself as an active part of a family and a community,guarantor of his rights and obligations. This research is qualitative, ethnographic; the participants were agroup of pedagogues linked to a re-education institution; the objective was to identify the sense of justiceand restorative practices through their description, categorization and analysis. Significant results wereobtained such as the description of the sense of justice evidenced in the institution, the eminent humanaspect that restorative justice entails, the identification of 14 restorative practices that revolve around threeapplication dimensions: repairing the damage to oneself, to the family and society. Likewise, other strategiesthat complement these practices are described. The system of criminal responsibility for adolescents isstrengthened with the interaction, restorative practices and participation of the actors in the joint searchfor durable and specialized mechanisms that contribute to the effectiveness of both re-educational andrestorative processes and, with them, to change and transformation of this vulnerable population