Conflict Mediation: Impacts of a Pedagogical Intervention in a Public School in the Western Amazon of Brazil

• Autor(a) principal: Franciane de Oliveira Pinho
• Data de Publicação: 2021
• Outros Autores: Rafael Fonseca de Castro, Elisabete Pinto da Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.7.2021.367-376
• topic: Conflict Mediation; Cultural-Historical Theory of Activity; Pedagogical Intervention; Mediação de Conflitos; Teoria Histórico-Cultural da Atividade; Intervenção Pedagógica

This article presents results of the implementation of conflict mediation, as a proposal for pedagogical intervention to deal with indiscipline in a public school in Porto Velho city, the State of Rondônia, in the Western Amazon of Brazil. The study was justified by the growing manifestation of indiscipline, to the detriment of the processes of teaching and students ’cognitive and social development. Moreover, there are no stricto sensu research on mediation applied to education in the Northern Region of Brazil, nor studies that promote dialogue between school mediation and the Cultural-Historical Theory activity. The intervention lasted four months, from August to November 2019, with eighteen students from a 7th grade class, nine teachers, and four professionals from the school's management team participating in the research. This was a research of qualitative approach, of pedagogical intervention, whose stages consisted of situational analysis, sensitization, training, institutionalization, and evaluation. Eight meetings were held with students, five with teachers, and six with the management team, totalling nineteen meetings. The evaluation of the intervention was carried out through observation, questionnaire and interview. The data collected was organized and analyzed into three categories: i) coexistence at school; ii) conflict mediation at school; iii) effects of conflict mediation). Among the main results, it was found that students expressed that mediation provided positive changes in school coexistence; teachers affirmed the need to adapt the pedagogical practice to the classroom in order to decrease indiscipline situations and the management team recognized the relevance of mediation as a strategy to face indiscipline, noticing the change of posture in students and also in teachers.