Mediação de conflitos e aprendizagem de práticas morais: estratégias de prevenção em uma escola pública do Estado de São Paulo

Abstract

This dissertation was presented and defended in the Master's Program in Education of the Universidade do Oeste Paulista - Concentration Area: Educational Institution and Educator's Training (UNOESTE). Violence has been considered a preponderant focus when discussions revolve around recurrent conflicts within the school environment. The function of the School and Community Mediator (PMEC) was inserted in the State of São Paulo. Its attributions are primarily preventive in character. However, I have observed that due to the enormous demand for daily occurrences, its interventions have mostly been curative, that is, intervening to appease a conflict already started. Amended by SE 74/2016 and 02/2017, the function will be exercised in some cases by the deputy director or in his partnership. The general objective of the research was to analyze practices of conflict mediation developed in a School of the State Education Network, with a view to prevention. Specific objectives were to identify and analyze practices of school agents (Director, Deputy Director, Pedagogical Coordinators and PMEC) regarding the way each one thinks about their role in conflict mediation and prevention of violence in school; identify and analyze the violence prevention practices developed in the school and their possible correspondence with actions aimed at the development of autonomy and morality. This research was carried out according to the descriptive qualitative approach of the Intrinsic Case Study type. The methodological procedures involved the collection of data, using PMEC monitoring in its daily procedures, of a state school of Primary and Secondary Education, of a medium-sized city in the interior of São Paulo; documentary analysis of the Internal Occurrences Book; semi-structured interviews for the Director, Deputy Director, Pedagogical Coordinators and the Mediator of the same school. The analysis and discussion of the data were worked through the interpretation of the attributed answers (written and oral) obtained in the interviews; which were separated and related to the objectives proposed by the research. The results indicate that most of the incidences of violence in the school are incivilities (or microviolence) and that although there is a need for a deepening of the issue of violence, there is also a need for a theoretical-practical deepening in the learning of practices moral, concluding that the same, especially the assemblies, favor the process of student development, thus contributing to the development of moral autonomy. We hope that this research will serve as a basis for other studies on conflict prevention projects and the use of moral practices as ways of contributing to the development of moral autonomy, argumentative ability and practice of values essential for interpersonal relations, expanding discussions started here.