Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogo
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/20086 |
Resumo: | The objective of this work is to analyze, in the light of Human Rights Education, the transformative mediation of conflicts by social mediators of a public school in Fortaleza, CE, regarding the empowerment of the subjects through dialogue, to answer two central questions: conflicts in school, what are the effects of Transformative School Mediation? Has mediation fostered a culture of dialogue and fostered the empowerment of the school community? The methodological approach adopted was qualitative and the case study was adopted as a research strategy. For the data collection, interviews, focus group, documentary research and field diary were used. Regarding the treatment, the interviews and the focus group had their audio records transcribed literally and the school documents were completely read and photocopied. The field diary notes were handwritten and used as the research memory. In order to answer the research questions, we analyzed experiences in a public school in Ceará that, at the time of data collection, dealt with the mediation of conflicts, in order to establish, through this intervention, according to the interpretation developed here, a education in and for Human Rights. It was analyzed how, through mediation, conflict resolution processes led to dialogue and the empowerment of its participants, as provided by the political and educational guidelines of an education focused on Human Rights. Assuming that a dissertation in the field of Human Rights should collaborate with processes that contribute to the dignity of the human person, it was observed that this peaceful method of conflict resolution became public policy in the school when it was found that the security strategies the violence, did not have the desired effects. Thus, despite all efforts to establish a culture of peace in the state of Ceará, conflicts that converge to violent acts still reach school, which, bombed intra and extramuros, need to develop strategies for local survival. In this context, the history of public policies to prevent / manage conflicts in the Brazilian cultural context has evidenced that mediation is a more effective and educational way. In the researched school, the perception of conflicts persisted, but how to overcome them became more educational: peer mediation, which, as the interview data, focus group and observations show, improved the means for solving conflicts. Therefore, student empowerment and protagonism were perceived in the findings of this research, since the adolescents participating in the school mediation case demonstrated internal and external changes. In the analysis of a case of horizontal mediation, it was recognized the empowerment through dialogue, since the mediators provide the voice parts in the resolution process, encouraging them to reach an agreement, bringing, therefore, an improvement in the school climate and coexistence. It is also perceived that in the activity of mediators, students play their roles as active citizens, aware that they are subjects of law, from the moment they are known and recognize in the other the extent of the damage caused, the focus is not on conflict. Thereby, the transformative mediation of school conflicts, whose focus rests on the recomposition of human relations, is linked to human rights education, since it provides dialogic processes, diminishes the authoritarianism of power existent and generates the empowerment of the subjects as active citizens. |
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Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogoDiálogoEducação em direitos humanosEmpoderamentoMediação de conflitosDialogyEducation in human rightsEmpowermentMediation of conflictsCNPQ::CIENCIAS HUMANASThe objective of this work is to analyze, in the light of Human Rights Education, the transformative mediation of conflicts by social mediators of a public school in Fortaleza, CE, regarding the empowerment of the subjects through dialogue, to answer two central questions: conflicts in school, what are the effects of Transformative School Mediation? Has mediation fostered a culture of dialogue and fostered the empowerment of the school community? The methodological approach adopted was qualitative and the case study was adopted as a research strategy. For the data collection, interviews, focus group, documentary research and field diary were used. Regarding the treatment, the interviews and the focus group had their audio records transcribed literally and the school documents were completely read and photocopied. The field diary notes were handwritten and used as the research memory. In order to answer the research questions, we analyzed experiences in a public school in Ceará that, at the time of data collection, dealt with the mediation of conflicts, in order to establish, through this intervention, according to the interpretation developed here, a education in and for Human Rights. It was analyzed how, through mediation, conflict resolution processes led to dialogue and the empowerment of its participants, as provided by the political and educational guidelines of an education focused on Human Rights. Assuming that a dissertation in the field of Human Rights should collaborate with processes that contribute to the dignity of the human person, it was observed that this peaceful method of conflict resolution became public policy in the school when it was found that the security strategies the violence, did not have the desired effects. Thus, despite all efforts to establish a culture of peace in the state of Ceará, conflicts that converge to violent acts still reach school, which, bombed intra and extramuros, need to develop strategies for local survival. In this context, the history of public policies to prevent / manage conflicts in the Brazilian cultural context has evidenced that mediation is a more effective and educational way. In the researched school, the perception of conflicts persisted, but how to overcome them became more educational: peer mediation, which, as the interview data, focus group and observations show, improved the means for solving conflicts. Therefore, student empowerment and protagonism were perceived in the findings of this research, since the adolescents participating in the school mediation case demonstrated internal and external changes. In the analysis of a case of horizontal mediation, it was recognized the empowerment through dialogue, since the mediators provide the voice parts in the resolution process, encouraging them to reach an agreement, bringing, therefore, an improvement in the school climate and coexistence. It is also perceived that in the activity of mediators, students play their roles as active citizens, aware that they are subjects of law, from the moment they are known and recognize in the other the extent of the damage caused, the focus is not on conflict. Thereby, the transformative mediation of school conflicts, whose focus rests on the recomposition of human relations, is linked to human rights education, since it provides dialogic processes, diminishes the authoritarianism of power existent and generates the empowerment of the subjects as active citizens.NenhumaO objetivo desta tese é analisar, à luz Educação em Direitos Humanos, a mediação transformativa de conflitos por mediadores sociais de uma escola pública em Fortaleza- CE, no tocante ao empoderamento dos sujeitos através do diálogo, para responder a duas perguntas centrais: diante dos conflitos ocorridos na escola, quais os efeitos da Mediação Transformativa Escolar? A mediação fomentou uma cultura de diálogo e propiciou o empoderamento da comunidade escolar? A abordagem metodológica adotada foi qualitativa e se adotou, como estratégia de pesquisa o estudo de caso. Para o levantamento dos dados utilizou-se de entrevistas, grupo focal, pesquisa documental e diário de campo. Quanto ao tratamento, as entrevistas e o grupo focal tiveram seus registros em áudio transcritos literalmente e os documentos da escola foram integralmente lidos e fotocopiados. As anotações do diário de campo foram manuscritas e utilizadas como memória da pesquisa. Para responder às questões de pesquisa, analisaram-se experiências em uma escola pública no Ceará que lidava, à época da coleta de dados, com a mediação de conflitos, de modo a estabelecer, por essa via interventiva, segundo a interpretação aqui desenvolvida, uma educação em e para os Direitos Humanos. Analisou-se como, através da mediação, processos de resolução de conflitos conduziram à dialogicidade e ao empoderamento dos seus participantes, como preveem as diretrizes políticas e educacionais de uma educação voltada para os Direitos Humanos. Presumindo-se que uma dissertação no campo dos Direitos Humanos deva colaborar com processos que concorrem para a dignidade da pessoa humana, observou-se que esse método pacífico de resolução de conflitos tornou-se política pública na escola quando se verificou que as estratégias de segurança pública tradicionais em face da questão da violência, não surtiam os efeitos desejados. Assim, apesar de todo esforço para a implantação de uma cultura de paz no Estado do Ceará, os conflitos que convergem para atos violentos ainda chegam à escola, que, bombardeada intra e extramuros, precisa desenvolver estratégias de sobrevivência local. Nesse contexto, a história das políticas públicas para prevenir/gerenciar conflitos no contexto cultural brasileiro evidenciou ser a mediação um modo mais eficaz e educativo. Na escola pesquisada, a percepção dos conflitos manteve-se, mas a forma de superá-los tornou-se mais educativa: a mediação entre pares, que, como mostram os dados de entrevistas, grupo focal e observações, aperfeiçoou os meios de resolução dos conflitos. Por isso, o empoderamento e o protagonismo estudantil foram percebidos nos achados dessa pesquisa, pois os adolescentes participantes do caso de mediação escolar demonstraram mudanças internas e externas. Na análise de um caso de mediação horizontal, reconheceu-se o empoderamento pelo diálogo, uma vez que os mediadores proporcionam as partes voz no processo de resolução, incentivando-as a chegarem a um acordo, trazendo, por conseguinte, uma melhora no clima escolar e na convivência. Percebe-se também que, na atividade de mediadores, discentes exercem seus papéis como cidadãos ativos, cônscios de que são sujeitos de direito, a partir do momento que se conhecem e reconhecem no outro a extensão do dano causado, o foco não está no conflito em si, mas nos sujeitos nele envolvidos .Desse modo, a mediação transformativa de conflitos escolares, cujo foco recai da recomposição das relações humanas, concatena-se com a educação em direitos humanos, uma vez que proporciona processos dialógicos, diminui o autoritarismo do poder verticalizado existente e gera empoderamento dos sujeitos como cidadãos ativos.Universidade Federal da ParaíbaBrasilRelações InternacionaisPrograma de Pós-Graduação em Direitos Humanos, Cidadania e Políticas PúblicasUFPBAndrade, Fernando Cézar Bezerra dehttp://lattes.cnpq.br/8342553810836387Leite, Djamere de Sousa Braga2021-05-24T16:55:33Z2020-07-312021-05-24T16:55:33Z2019-07-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/20086porhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/embargoedAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2021-06-10T23:18:35Zoai:repositorio.ufpb.br:123456789/20086Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2021-06-10T23:18:35Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogo |
title |
Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogo |
spellingShingle |
Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogo Leite, Djamere de Sousa Braga Diálogo Educação em direitos humanos Empoderamento Mediação de conflitos Dialogy Education in human rights Empowerment Mediation of conflicts CNPQ::CIENCIAS HUMANAS |
title_short |
Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogo |
title_full |
Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogo |
title_fullStr |
Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogo |
title_full_unstemmed |
Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogo |
title_sort |
Mediação de conflitos na escola pública à luz da educação em direitos humanos: empoderando-(se) pelo diálogo |
author |
Leite, Djamere de Sousa Braga |
author_facet |
Leite, Djamere de Sousa Braga |
author_role |
author |
dc.contributor.none.fl_str_mv |
Andrade, Fernando Cézar Bezerra de http://lattes.cnpq.br/8342553810836387 |
dc.contributor.author.fl_str_mv |
Leite, Djamere de Sousa Braga |
dc.subject.por.fl_str_mv |
Diálogo Educação em direitos humanos Empoderamento Mediação de conflitos Dialogy Education in human rights Empowerment Mediation of conflicts CNPQ::CIENCIAS HUMANAS |
topic |
Diálogo Educação em direitos humanos Empoderamento Mediação de conflitos Dialogy Education in human rights Empowerment Mediation of conflicts CNPQ::CIENCIAS HUMANAS |
description |
The objective of this work is to analyze, in the light of Human Rights Education, the transformative mediation of conflicts by social mediators of a public school in Fortaleza, CE, regarding the empowerment of the subjects through dialogue, to answer two central questions: conflicts in school, what are the effects of Transformative School Mediation? Has mediation fostered a culture of dialogue and fostered the empowerment of the school community? The methodological approach adopted was qualitative and the case study was adopted as a research strategy. For the data collection, interviews, focus group, documentary research and field diary were used. Regarding the treatment, the interviews and the focus group had their audio records transcribed literally and the school documents were completely read and photocopied. The field diary notes were handwritten and used as the research memory. In order to answer the research questions, we analyzed experiences in a public school in Ceará that, at the time of data collection, dealt with the mediation of conflicts, in order to establish, through this intervention, according to the interpretation developed here, a education in and for Human Rights. It was analyzed how, through mediation, conflict resolution processes led to dialogue and the empowerment of its participants, as provided by the political and educational guidelines of an education focused on Human Rights. Assuming that a dissertation in the field of Human Rights should collaborate with processes that contribute to the dignity of the human person, it was observed that this peaceful method of conflict resolution became public policy in the school when it was found that the security strategies the violence, did not have the desired effects. Thus, despite all efforts to establish a culture of peace in the state of Ceará, conflicts that converge to violent acts still reach school, which, bombed intra and extramuros, need to develop strategies for local survival. In this context, the history of public policies to prevent / manage conflicts in the Brazilian cultural context has evidenced that mediation is a more effective and educational way. In the researched school, the perception of conflicts persisted, but how to overcome them became more educational: peer mediation, which, as the interview data, focus group and observations show, improved the means for solving conflicts. Therefore, student empowerment and protagonism were perceived in the findings of this research, since the adolescents participating in the school mediation case demonstrated internal and external changes. In the analysis of a case of horizontal mediation, it was recognized the empowerment through dialogue, since the mediators provide the voice parts in the resolution process, encouraging them to reach an agreement, bringing, therefore, an improvement in the school climate and coexistence. It is also perceived that in the activity of mediators, students play their roles as active citizens, aware that they are subjects of law, from the moment they are known and recognize in the other the extent of the damage caused, the focus is not on conflict. Thereby, the transformative mediation of school conflicts, whose focus rests on the recomposition of human relations, is linked to human rights education, since it provides dialogic processes, diminishes the authoritarianism of power existent and generates the empowerment of the subjects as active citizens. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-07-31 2020-07-31 2021-05-24T16:55:33Z 2021-05-24T16:55:33Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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https://repositorio.ufpb.br/jspui/handle/123456789/20086 |
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https://repositorio.ufpb.br/jspui/handle/123456789/20086 |
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por |
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por |
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http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/embargoedAccess |
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http://creativecommons.org/licenses/by-nd/3.0/br/ |
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dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Relações Internacionais Programa de Pós-Graduação em Direitos Humanos, Cidadania e Políticas Públicas UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Relações Internacionais Programa de Pós-Graduação em Direitos Humanos, Cidadania e Políticas Públicas UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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