Educação para a paz: mediação de conflitos numa escola educação básica, na cidade de Bagé

• Ano de defesa: 2026
• Autor(a) principal: Rodrigues, Renata Camargo
• Orientador(a): Hammes, Lúcio Jorge
• Banca de defesa: Claro , Lisiane Costa, Zitkoski , Jaime José
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado Profissional em Educação
• Departamento: Campus Jaguarão
• País: Brasil
• Palavras-chave em Português: Cultura da paz; Violência escolar; Anos iniciais; Comunicação não-violenta
• Área do conhecimento CNPq: CIENCIAS HUMANAS

Conflicts and some episodes of school violence represent increasing challenges, impacting the learning environment and interpersonal relationships. Mediation and conflict resolution through dialogue emerge as effective strategies to promote peaceful coexistence, strengthening skills such as empathy and assertive communication. In this context, the culture of peace workshops play an essential role, creating reflective and practical spaces to transform attitudes and build a culture of nonviolence. The objective of this research was to analyze ways of conflict resolution in basic education. This is a qualitative, exploratory, action research research, carried out at EMEF Reny da Rosa Collares, in Bagé/RS, with a 4th grade class, involving 22 students (6 with special educational needs, including Autism Spectrum Disorder – ASD) and two teachers (including the researcher). Initially, problems, conflicts and situations of violence were identified in the unit. Then, four workshops on the culture of peace were held, structured in sequential moments of welcoming, problematization, practical experience and dialogic evaluation. The first workshop, "Paths to Peace", focused on distinguishing and experiencing dialogical and non-dialogical forms of conflict resolution, using dramatizations of everyday scenarios. The second workshop, "Unveiling skills for empowerment and dialogue", worked on active listening, assertive expression and self-reflection through the dynamics of the "Web" and the making of some personal diaries. The third workshop, "Understanding the connection between conflict resolution and peace studies", promoted the identification of everyday conflicts and the symbolic construction of a "Tree of Peace". Finally, the workshop "Transforming is possible" encouraged reflection on personal and social changes and the elaboration of proposals for collective action for the school. The results showed a more significant transformation in the perception and behavior of students. A greater shift from impulsive and punitive reactions to an active search for mutual understanding and collaborative solutions was observed. The students' speeches and records began to value dialogue, active listening and empathy more, thus evidencing the development of essential socio-emotional skills. The workshops functioned as a safe space for experimentation, where all 22 students, including those with special educational needs, could express themselves and perceive themselves as agents of transformation. The intervention significantly strengthened student protagonism and co-responsibility for harmonious coexistence. These results dialogue with the theoretical contribution of authors such as Chrispino and Chrispino, Salles Filho, Freire and Jares. It was concluded that the model of workshops on the culture of peace is confirmed as an effective pedagogical strategy for a dialogical mediation of conflicts, aligning itself with a liberating education. The construction of a culture of peace is a continuous process, thus requiring the more democratic participation of the entire school community and the institutionalization of these practices. Education for peace, based on dialogue and hope, is therefore fundamental to form critical citizens committed to a more just society.