Percepções do professor mediador escolar e comunitário sobre a violência e o seu enfrentamento

Abstract

This research, linked to the Research Line "Educational Institution: Organization and Management", of the Master's Program in Education of Universidade do Oeste Paulista (UNOESTE), had the objective of studying the perceptions of teachers who work with school conflict mediation in a state public school, located in the interior of the State of São Paulo. It was interesting to investigate the professionals' statements about what they understand as violence, their practices and the ways in which they should be confronted. Therefore, the main objectives of the research were: 1) Identify what they mean by "violence" and how they recognize their forms of manifestation in school settings; 2) Recognize their understandings and justifications regarding the cases of violence that they identify in the school where they work; 3) Understand the assessments they make of the possibilities and results of their work, as well as the limitations and potentialities of the same to contribute to the resolution of cases of violence in the school. The main participants of the research were the two PMECs that work in the mentioned school unit and, in a more tangential way, the other mediating professionals that work in the same Teaching Board of which the school is part participate. This is a qualitative research, of the case study type. The following materials and procedures were used for the production of data: a) Resolutions of the Secretary of Education nº 19/10 and 07/12, one that establishes the System of School Protection and created the function of the PMEC, and the other, which brought several deliberations about this professional; b) observation and follow-up of technical orientation meetings for the 36 Teaching Professionals, as well as the application of a questionnaire to these professionals; c) the approach of the two PMECs in the investigated school through structured interviews and semistructured interviews followed with the presentation of dilemmas, represented by hypothetical situations of violence in the school. The development and conclusions of the research allowed to follow the educational policies of the state of São Paulo, with its idealizations and limitations, bureaucratic and pedagogical spheres that focus on the training of mediators and the particularities of their actions in the daily life of a given school. We conclude this research by stating that the two PMECs, despite their working conditions and the fragilities and contradictions that surround their function and the School Protection System, are building their day to day function, between errors and correctness, performing several expressive actions in the school. On the other hand, there were strong limitations to the development of more effective conflict mediation in schools.