The restorative circle as a technique for researching with children

Abstract

The purpose of this article is to analyse the potential of the restorative circle as a social research technique with children within the framework of protection systems, moving beyond its conventional use in school coexistence or conflict resolution. The study was developed using the Participatory Action Research method, articulating three sources: fieldwork with 17 children aged 9 to 10 from the Caserío La Pedrera School Centre in San Salvador, El Salvador; the training and methodological reflection processes generated alongside the CIRCULA Restorative Leadership Center; and the direct guidance of the international figure in restorative justice, John Braithwaite. A restorative circle script adapted for research purposes was designed and implemented, inquiring into how children perceive their participation in the family. The results show that this technique allows for the recording of not only verbal but also emotional and relational information, which evidence that its use fosters a horizontal, safe, and ethical dialogue capable of producing situated and relevant findings. It is concluded that the circle, rather than replacing other techniques, offers the opportunity to strengthen them by incorporating relational, experiential, and democratic dimensions that enrich the production of knowledge for the life cycle of public management instrument construction