Mediação no ambiente escolar: conflitos e violência(s) em perspectivas decoloniais

• Autor(a) principal: Rigon, Chirley Fátima
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: https://tede.unioeste.br/handle/tede/5849
• topic: Cultura da paz; Decolonialidade; Educação; Mediação; Protagonismos Educativos; Culture of peace; Decoloniality; Education; Mediation; Educational roles; EDUCACAO::ORIENTACAO E ACONSELHAMENTO

Mediation is a process that encourages dialogue and cooperation between the mediator and the protagonists of the process. Thus, mediation has as its main objective to create an environment of cooperation between those involved, providing opportunities for authorship of their own decisions, providing means for a reflection on the problems experienced. This study analyzes the context of violence(s) in the school environment, based on its genesis, based on research of this nature, as well as disserting on the principle of access to justice and the institutes of mediation and conciliation, as mechanisms to cope with the problem. It addresses the origin and globalization of human rights: the human right of access to justice, the human right to education, and contextualizes education in and for human rights and education for the culture of peace in schools. For this purpose, laws, public policies, programs and actions related to fighting violence are used, highlighting the educational dynamics that underlie them and their approaches to the field of mediation and conciliation, from the implementation of national policies for the adequate treatment of conflicts interests within the scope of the Judiciary, institutes also brought by the New Code of Civil Procedure, Law N. 13.105/2015. In this sense, the objective is to present legal practices for the school context, that is, on the ways in which subjects relate, experience and conceive this space in an emancipatory and non-hegemonic way. Finally, an ethical-political analysis and reflection is proposed, in order to foster the construction of self-compositional practices at school, which break the imprisonment produced by the judicialization movement and inaugurate the culture of peace at the service of the appreciation of the Fundamental Right to Education. Therefore, it is stated that the school must develop values that promote the dignity of the person, ensuring respect for the student, teachers and the entire school community, therefore, it is through education for peace, the solution of conflicts in a consensual way in the school environment that will promote a culture of peace and mitigation of school violence and its effects. While public policies in the area of education do not provide a solution to the problem of violence and in rare cases keep data up to date, the application of public policy practices of the Judiciary Branch is suggested, combined with numerous successful actions in combating school violence, such as the program CIPAVE in Rio Grande do Sul. As a methodological procedure, bibliographic-investigative is used, added to empirical research, and documentary. The emergency of the theme in the face of post-modernity joins the object of study in the area of concentration of the Graduate Program in Education and the Research Line Society, Knowledge and Education at the State University of Western Paraná/UNIOESTE.