A formação dos mediadores de conflitos na rede municipal de São Paulo – diretoria regional de educação Pirituba/Jaraguá

• Ano de defesa: 2021
• Autor(a) principal: Pereira, Paula Virgínia Alves
• Orientador(a): Lauriti, Nádia Conceição
• Banca de defesa: Lauriti, Nádia Conceição, Mafra, Jason Ferreira, Silva, Maria de Fátima Gomes da, Vercelli, Lígia Carvalho Abões, Silva, Marta Regina Paulo da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: disciplina restaurativa; formação de mediadores; mediação de conflitos
• Palavras-chave em Inglês: restorative discipline; mediator training; conflict mediation
• Palavras-chave em Espanhol: disciplina restaurativa; formación de mediadores; mediación de conflictos
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2843

This participant-research aimed to investigate the continuing education of Conflict Mediators, to verify if they were aware of the strategies of Restorative Discipline and the principles of Educommunication. The specific objectives were: to know how conflict mediators are formed in the municipal network of São Paulo – Pirituba-Jaraguá Regional Board of Education and to identify aspects of the Restorative Discipline and Educommunication that could be useful in their respective training. The questions that guided the investigation were: How are mediators trained to deal with conflicts? Are the mediators aware of the strategies of the Restorative Discipline for mediating conflicts in school contexts? Do you know the importance of Educommunication in your dialogical relationships? We start from the hypothesis that qualified training for conflict mediators could minimize the side effects of violence in school spaces, through knowledge of conflict mediation strategies, based on the Restorative Discipline and the principles of Educommunication. The research universe included 114 mediators from the municipal schools of the Pirituba/Jaraguá Regional Education Office. The methodology used was of an exploratory qualitative-quantitative nature and the data collection instruments were semi-open questionnaires sent by electronic forms by circular nº 32/2020. The theoretical framework had as main sources: laws, resolutions, official government documents in the federal and municipal spheres, and leading scholars on the subject, namely: Law No. 9394/96 - Law of Guidelines and Bases of National Education, Law No. 8069/90 – Statute of Children and Adolescents, Federal Constitution of the Federative Republic of Brazil, 1988; Federal Resolution 125/2009, Municipal Decree 56560/2015, Municipal Ordinance 2974/2016 and Normative Instruction 20/2020; as well as books and articles by reference authors on the subject: Antonio Teodoro; Howard Zehr; Judy Mullet & Lorraine Amstutz; Ismar de Oliveira Soares; Marshal Rosenberg; Michel Apple; Moacyr Gadotti and Paulo Freire. Data were analyzed based on Laurence Bardin's content analysis proposal and through a detailed examination, we identified that most of the interviewees do not participate in training meetings offered by the Division of Unified Educational Centers and Integral Education (DICÉU), not thus consolidating their training in this area and showing how much this is still not important for some UEs. As there is no effective dissemination of knowledge, there is a deficiency in the training of conflict mediators, contributing to the fragility of the actions of the mediation commissions. The results pointed to the need to review the processes that involve these trainings, to make them more powerful and effective, understanding that their individual and collective practices need to be monitored and constantly revised.