The goal of our research is to reflect aver the use of restorative justice as self-compositional social peacemaker instrument and appropriate means of achieving the fundamental rights of the children and adolescents in the school domain of Araguaína County in Tocantins. This thesis talks about Restorative Justice, its origins, the conceptual debate between the theorists and their position in the face of Retributive Justice as an alternative form of dispute resolution, where are considered the needs of the victim and the restoration of relations broken by crime. Our study discusses the implementation of Restorative Justice, particularly in fighting violence in the Brazilian school environment, resorting to different pioneering restorative practices in the country. To address violence in schools it is presented statistical data and questions the current way of routing problem by proposing the implementation of Restorative Justice in the schools, with community participation in resolving conflicts. Under the critical-dialectical approach and referencing the studies of Howard Zehr, it promotes the collection of data on school violence in Araguaína County, Tocantins, with analysis of 136 cases involving infractions reported in 2013, seeking out in which of the crimes cases were practiced within Basic Education institutions. The research reveals the absence of projects guided by Restorative Justice in basic education of Tocantins public schools against, school violence. The research allows us to infer that it is timely for the immediate application of restorative justice in schools, so that there isn’t an escalation of violence, which can result in more serious infractions. In addition, the survey estimates that restorative practices can facilitate the development of peace culture, which assists in the promotion of breaking the vicious circle of school violence.
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