Professor mediador escolar e comunitário – (PMEC): problematizando as consideradas boas práticas

• Ano de defesa: 2016
• Autor(a) principal: Miranda, Edileuza Donizete Rocha
• Orientador(a): Prado , Vagner Matias
• Banca de defesa: Moreira , Maria de Fátima Salum , Gomes, Alberto Albuquerque
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Violência escolar; Indisciplina escolar; Sistema de Proteção Escolar; Professor Mediador
• Palavras-chave em Inglês: Community and School Mediator Teacher.; School Protection System; Violence and indiscipline
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1003

Due to the increase of violence in the school environment related to several situations that involve verbal, physical and symbolic aggressions carried out by basic education students, the Secretariat of Public Education of the State of Sao Paulo (SEESP), in partnership with the Secretariat of Public Security (SSP), has instituted the System of Public Protection in the State Educational System and the role of School and Community Mediator Teacher (PMEC), which aims to coordinate planning of actions destined to prevention, mediation and resolution of conflicts in the school environment. This investigative proposal has the goal of questioning the effectiveness of school mediation through analyses of the PMEC’s considered good practice in a public school that is connected to a Board of Education (DE) in the inner state of Sao Paulo. A case study was methodologically carried out and oriented by a qualitative research approach, in which techniques for data generation consist in analyses of normative resolutions, reports and evidences from the performed work, book of occurrences and semi-structured interviews. This thesis has shown many fragilities regarding the School Protection System, as these public policies interfere direct and indirectly in the effectiveness of the PMEC’s work in the Sao Paulo State schools. Through the obtained data, it was noticed that school mediation goes through a strong transition period, going from the Retributive Law, which has a more punitive nature, to the Restorative Law, based in restorative practices in conflict resolution. It was possible to perceive the effectiveness in the PMEC’s work through what is considered good practice; however, many things need to be reviewed so that a more pacific school environment can be implemented. This will only be possible with a collaborative work between the school agents, investments in formation, monitoring and assessment of projects. Finally, this research’s results aim to assist in subsidizing other PMECs’ work, broadening the debate on public policies and contributing with proposals that can come to improve the work performed by these professionals on behalf of constructing a peace culture inside and outside schools.