The Pedagogical mediation: the paradigm of teaching activities

• Autor(a) principal: Palmeirão, Cristina
• Data de Publicação: 2016
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2016.3423

This article aims to highlight the importance of mediation in schools for students at risk for behavioral or disciplinary issues. Managing disciplinary problems and involving students in handling conflicts is an essential and enduring goal for the full exercise of the school’s mission – educate autonomous and responsible people. Methodologically, we follow the qualitative paradigm, focused on document analysis and reflection to action. Following the literature review, we realized that at present, mediation practices tend to align with theoretical currents of linear nature, transformative and/or circular narrative. In this case, our reflection falls on the mediation of linear type, in the line of the Harvard model, for it favors and facilitates dialogue and commitment between the parts. Educating for truth and hope requires positive attitudes and understanding, as well as continued intergenerational dialogue. Step by step, the mediation conquers space to the rationale of “combat risk situations” and adopts the solution is beneficial for both persons.