Gestão de conflitos no contexto de uma escola pública estadual do município de São Pedro do Sul (RS). Ambiências socioculturais para a paz

• Ano de defesa: 2024
• Autor(a) principal: Santos, Carmen Terezinha Mauricio dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300001926g
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Ambiência sociocultural; Conflito escolar; Violência; Pesquisa narrativa; Sociocultural ambience; School conflict; School violence; Narrative research; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/34196

This master's dissertation was developed in the Postgraduate Program in Public Policies and Educational Management (PPPG), Professional master’s degree in public policies and educational management, at the Federal University of Santa Maria, in research line 2 – LP2 - Pedagogical Management and Educational Contexts. Conflict mediation stems from the need to seek alternatives that point to the possibility of an education for the culture of peace, providing sociocultural ambiences aimed at Elementary Education, having as a context a public school in São Pedro do Sul, RS. In this sense, the study had as its general objective to understand how sociocultural ambiences promote conflict management and a culture for peace in a State School in São Pedro do Sul, RS. The Bioecological Theory of Human Development, by Urie Bronfenbrenner (1917-2005), was adopted as the basis for the foundation. With the intention of describing the complexity of school conflicts, the study covered a two-year period, between January 2022 and January 2024. The occurrences of conflicts and possible cases of violence were investigated through narrative (auto) biographical research (Josso, 2010, 2020); documentary study of pertinent legal provisions (Law of Guidelines and Bases of National Education - LDBN N. 9394/1996, Statute of Children and Adolescents - ECA and the Federal Constitution of 1988); and bibliographic study of theoretical references. The research materials were also produced in conversation circles between students, teachers and administrators, school documents and searches in the school's incident books and archives. The contributions of Wallon (1975), Chauí (1998), Marcelo (1999), Libâneo (2001), Debarbieux (2002), Lipovetsky (2005), Chrispino (2007), Ghedin and Franco (2011), Behrens (2013), Vinha and Tognetta (2014) were important for the discussion of the results. Thus, the sociocultural ambiences for peace impacted with constructive activities to improve conflict mediation and minimize violence in public elementary schools. The educational product was the production and distribution of a podcast, in which the school community expressed itself collaboratively to minimize school conflicts, highlighting the importance of conversation circles and, therefore, of sociocultural ambiences for peace. The comprehensive education of students reinforces their leading role in the (self) formative process and, through the attentive observation and sensitive listening of school administrators, implies the construction of citizenship and education for peace.