BEYOND PUNISHMENT: THE POWER OF RESTORATIVE JUSTICE TO TRANSFORM COEXISTENCE IN COLOMBIAN SECONDARY EDUCATION

Abstract

Student relationships have been one of the main challenges in Colombian public secondary schools, particularly in areas marked by social inequalities, long-standing problems, and structural obstacles in education. For this reason, the Nuestra Señora de las Mercedes Educational Institution, located in the municipality of Sardinata, has become a key case study for analyzing the pressures, challenges, and possibilities associated with implementing restorative approaches to school coexistence. The purpose of this essay is to analyze the potential of restorative justice as a pedagogical strategy for modifying relational dynamics in secondary education, moving beyond traditional punitive approaches. The methodology is based on a critical and reflective analysis of recent scientific literature, including Latin American and Colombian studies published between 2021 and 2025, which allows for contextualizing the phenomenon within a specific socio-educational framework. This research demonstrates that restorative justice fosters dialogue, acknowledgment of harm, shared responsibility, and strengthens relationships, thus contributing to the creation of tolerant and inclusive school environments. However, it also identifies that its implementation requires profound cultural shifts and ongoing pedagogical training. The study concludes that restorative justice is a suitable approach to fostering positive relationships within the school community, provided it is integrated with institutional policies and the active participation of the educational institution.