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Mediação de conflitos no Gabinete de Apoio ao Aluno de uma escola básica dos 2º e 3º ciclos : um estudo de investigação-acção
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Orientador(es)
Resumo(s)
Face à falência das práticas coercivas para resolver os conflitos, em meio
escolar, alguns estabelecimentos de ensino começaram a criar novas estruturas, a
utilizar novas metodologias para gerir os conflitos de uma forma construtiva, como por
exemplo, a mediação. Contudo, a adopção deste novo paradigma de resolução de
conflitos, em que ambos os litigantes saem vencedores, fruto de uma visão positiva do
conflito, não deixa de ser polémica.
Para compreender o funcionamento destas novas metodologias / dispositivos,
assim como os entraves à sua implementação e manutenção, para além dos resultados
obtidos, efectuámos um estudo de caso de investigação-acção, tendo como objecto de
estudo a mediação, no âmbito do Gabinete de Apoio ao Aluno. Na obtenção dos dados
para esta investigação utilizaram-se dois tipos de abordagem: a qualitativa e
quantitativa.
Constatou-se que a mediação é vista pelos alunos como uma metodologia eficaz
na resolução dos conflitos, sendo mais vantajosa que os processos, comummente, quer
por eles utilizados, quer pelo método coercivo usado pela escola, o processo disciplinar.
Verifícou-se também que este tipo de gestão de conflitos exige uma intervenção
de carácter sistémico, no sentido em que o mediador funciona como um agente
mobilizador de processos de comunicação e de colaboração, tanto no interior da escola
como na relação escola / família.
A introdução e o exercicio da mediação no Grabinete de Apoio ao Aluno
deparou-se com obstáculos externos (organização do sistema de ensino), assim como
internos (concepções pedagógicas dos professores, percepção negativa do conflito, etc.)
à própria escola.
Podemos afirmar que os resultados obtidos com esta investigação apontam para
a necessidade da introdução desta estratégia de gestão de conflitos nos estabelecimentos
de ensino, dependendo, no entanto, a sua implementação e consolidação de uma
efectiva atitude de mediação, parceria e colaboração entre todos os intervenientes do
tecido educativo.
Given the collapse of repressive methodologies to resolve school-environmental conflicts, a few teaching institutions have come up with new structures and have begun to apply new methodologies, such as mediation, to deal with conflicts constructively. However, the application of this new conflict-solving paradigm, in which both litigants are winners and which is the result of a positive view of conflict, is in no way peaceful. In order to comprehend the action of these new methodologies / mechanisms and the results achieved, as well as the setbacks regarding their use and maintenance, a study case making use of investigation-action, whose object is mediation as an alternative strategy of conflict management, was carried out by the Student Support Office. In the course of data income, two different means of approach were used: qualitative and quantitative It was certified that students take mediation as a methodology effective for solving conflicts, turning out to be more fruitful than the common procedures used by both students and the school severe method - the discipline process. All the more, this sort of conflict management requires a systemic intervention, which means the mediator works as an agent who mobilises communication and collaboration processes, both inside the school and in the school / family relation. The implantation and the practice of mediation at the Student Support Office has faced a few obstacles, both external to the school itself (teaching system organization) and internal (teachers' pedagogic concepts, negative conflict perception, etc.). It is clear that the results obtained with this investigation point out to the importance of introducing this conflict management strategy in all teaching institutions. Yet, its realisation fully depends on a mediation, partnership and collaboration attitude among the involved in the teaching structure.
Given the collapse of repressive methodologies to resolve school-environmental conflicts, a few teaching institutions have come up with new structures and have begun to apply new methodologies, such as mediation, to deal with conflicts constructively. However, the application of this new conflict-solving paradigm, in which both litigants are winners and which is the result of a positive view of conflict, is in no way peaceful. In order to comprehend the action of these new methodologies / mechanisms and the results achieved, as well as the setbacks regarding their use and maintenance, a study case making use of investigation-action, whose object is mediation as an alternative strategy of conflict management, was carried out by the Student Support Office. In the course of data income, two different means of approach were used: qualitative and quantitative It was certified that students take mediation as a methodology effective for solving conflicts, turning out to be more fruitful than the common procedures used by both students and the school severe method - the discipline process. All the more, this sort of conflict management requires a systemic intervention, which means the mediator works as an agent who mobilises communication and collaboration processes, both inside the school and in the school / family relation. The implantation and the practice of mediation at the Student Support Office has faced a few obstacles, both external to the school itself (teaching system organization) and internal (teachers' pedagogic concepts, negative conflict perception, etc.). It is clear that the results obtained with this investigation point out to the importance of introducing this conflict management strategy in all teaching institutions. Yet, its realisation fully depends on a mediation, partnership and collaboration attitude among the involved in the teaching structure.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Teoria e Desenvolvimento Curricular - Mediação em Educação), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Teoria e desenvolvimento curricular Mediação escolar Apoios educativos Investigação-acção