<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592024000200010</article-id>
<article-id pub-id-type="doi">10.19053/uptc.22160159.v15.n41.2024.16842</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Potential of Restorative Justice: Holistic Student Development Based on Respect and Relationships]]></article-title>
<article-title xml:lang="es"><![CDATA[La Potencia de la Justicia Restaurativa: el Desarrollo Holístico de los Estudiantes basado en el Respeto y las Relaciones Interpersonales]]></article-title>
<article-title xml:lang="pt"><![CDATA[O Impacto da Justiça Restaurativa: Promovendo o Desenvolvimento Holístico dos Alunos por Meio do Respeito e das Relações Interpessoais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velez]]></surname>
<given-names><![CDATA[Gabriel Mateo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Marquette University Milwaukee  ]]></institution>
<addr-line><![CDATA[Wisconsin ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>41</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592024000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592024000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592024000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Harnessing educational contexts to build equitable and just societies requires attention to young people's meaning-making and development. The end goals of such efforts inherently extend beyond the schools themselves to include the skills, orientations, and values youth bring to their lives outside and after school. Additionally, interventions and programs that are meant to be supportive may not be experienced in that way by students. These foci are essential for better understanding the potential of school restorative justice, a growing movement in schools across the world. In this article, I define school restorative justice, review literature on its potential, and then make a case for a developmental perspective on how it might shape young people's lives and identities. Specifically, I apply the framework of conceptualized peace to argue for attention to how young people interpret, respond to, and build identities in relation to these experiences. The results are consequential because this framework highlights deeper impacts on students, as well as the reasons young people may or may not engage with them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para que la educación sea vista como una herramienta capaz de construir sociedades equitativas y justas se necesita atender al desarrollo psicosocial. En este contexto, la educación embarca las habilidades, las orientaciones, y los valores de los jóvenes adentro y afuera del aula. Además, los estudiantes no siempre sienten que las intervenciones de verdad los apoyan. Estas consideraciones son importantes para entender la potencia de la justicia restaurativa en contextos educacionales. Este movimiento está creciendo por todo el mundo como una manera más justa de pensar en la disciplina y la formación. En este artículo, defino la justicia restaurativa en contextos educacionales, repaso su potencia, y propongo una perspectiva del desarrollo psicosocial para mejor entender cómo influye la justicia restaurativa en las vidas e identidades de los jóvenes. Utilizo el marco teórico de conceptualized peace para explorar como los jóvenes interpretan, responden y construyen identidades con relación a sus experiencias con la justicia restaurativa. De los conocimientos obtenidos se resaltan impactos y procesos más profundos, al igual que las razones por las cuales los jóvenes se involucran en construir sociedades más equitativas y justas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Para que a educação seja reconhecida como uma ferramenta capaz de promover sociedades mais justas e equitativas, é essencial abordar o desenvolvimento psicossocial dos estudantes. Nesse sentido, a educação deve englobar as competências, orientações e valores dos jovens, tanto dentro quanto fora da sala de aula. No entanto, muitas vezes, os alunos não sentem que as intervenções educacionais realmente atendem às suas necessidades. Considerações como essa são fundamentais para compreender o impacto da justiça restaurativa no ambiente escolar. Este movimento tem se expandido globalmente como uma abordagem mais justa para tratar questões disciplinares e formativas. Neste artigo, exploro a definição da justiça restaurativa no contexto educacional, reviso seu impacto e proponho uma abordagem psicossocial para entender como ela afeta a vida e a identidade dos jovens. Utilizo o quadro teórico da paz conceptualizada para explorar como os jovens interpretam, respondem e constroem identidades em relação às suas experiências com a justiça restaurativa. A partir das reflexões levantadas, são ressaltados os impactos profundos e os processos que envolvem os jovens na construção de sociedades mais justas e equitativas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[restorative justice]]></kwd>
<kwd lng="en"><![CDATA[psychological development]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[social justice]]></kwd>
<kwd lng="en"><![CDATA[youth]]></kwd>
<kwd lng="es"><![CDATA[justicia restaurativa]]></kwd>
<kwd lng="es"><![CDATA[desarrollo psicológico]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[justicia social]]></kwd>
<kwd lng="es"><![CDATA[juventud]]></kwd>
<kwd lng="pt"><![CDATA[justiça restaurativa]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento psicossocial]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[justiça social]]></kwd>
<kwd lng="pt"><![CDATA[juventude]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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