Gestão de conflitos e competências da mediação informal : alunos do 3º ciclo

Abstract

Este estudo tem por objectivo conhecer as estratégias de gestão de conflitos directos entre pares e as estratégias de mediação informal usadas pelos colegas mediadores durante as suas intervenções como terceira parte, assim como as principais competências que estes apresentam. Para isso, recolhemos dados através de entrevistas semi-directivas a um grupo de doze alunos do terceiro ciclo do ensino básico considerados conflituosos e a dois alunos percepcionados por estes como mediadores dos seus conflitos, tendo a análise destes dados sido feita pela técnica de análise de conteúdo. Os resultados obtidos levam-nos a concluir que os alunos têm uma concepção "mista" do conflito, ou seja, o encaram como sinónimo de discordância e desentendimento, mas, também, como um contexto de aprendizagem social. A gestão dos conflitos é notoriamente distinta consoante o outro seja ou não amigo, estando a relação de amizade relacionada com uma gestão cooperativa e construtiva através do diálogo. Pelo contrário, na ausência de relação afectiva a maioria dos alunos ignora e afasta-se para evitar o conflito, mas quando opta pelo seu enfrentamento prevalece o padrão agressivo em relação ao assertivo. Os mediadores informais, por norma, pertencem ao mesmo grupo de pares de um dos conflituantes, apresentam um temperamento calmo, boa gestão do stresse, usam frequentemente o diálogo assertivo e revelam-se empáticos nas suas intervenções, que se aproximam muito do aconselhamento. No entanto, a sua experiência em problemas e conflitos interpessoais é tida como uma mais-valia, sendo o conflito mediado uma oportunidade para trocar experiências e reforçar sentimentos de amizade.

Le but de cette étude est de connaítre les stratégies mises au point pour gérer les conflits entre paires et les stratégies de médiation informelle utilisées para les collègues médiateurs lors de leurs interventions comme troisième partie, ainsi que les principales compétences qu'ils présentent. On a réuni des données à partir d'intervues semi-directes faites à un groupe de douze élèves querelleurs qui fréquentent le troisième cycle de notre enseignement et à deux éièves nommés par les querelleurs comme médiateurs de leurs conflits. L'analyse de ces donnés a été traitée par la technique d'analyse de contenu. À partir des résultats obtenus, on peut conclure que les élèves ont une conception "mixte" du conflit, c'est à dire, ils I'envisagent comme synonyme de querelle, de bagarre, mais aussi, comme un contexte d'apprentissage social. La gestion de conflits est notoirement différente selon I'autre, s'il s'agit d'un ami ou non, étant cette relation d'amitié rapportée à une gestion cooperative et construtive du dialogue. Par contre, dans I'absence d'amitié la majorité des élèves ignore et s'écarte pour éviter le conflit. Mais quand ils s'affrontent, l'agressivité prévaut. Normalement, ces médiateurs informeles appartiennent à I'un des groupes de paires des querelleurs. Ils ont un tempérament calme, gérent bien le stress, utilisent fréquemment le dialogue assertif et se revèlent empathiques dans leurs interventions qui s'approchent beaucoup de conseils. Pourtant, leur expérience de problémes et de conflits interpersonnels est vue comme une plus-value et le conflit est aussi une oportunité d'une échange d'expériences et de renforcement des sentimments d'amitié.

This study has as its main purpose to get to know and identify the different strategies used for solving direct conflicts between pairs as well as the informal mediating strategies used by colleagues (mediators) during their intervention as third parties, bearing always in mind the main skills and competences they show. To achieve our results and to draw our conclusions, we picked up and selected data from various semi-direct interviews we had carried out with a group of twelve students from those who are attending classes to prepare their O-levels Intercert; these same twelve students were regarded upon as conflict prawn students; we also Interviewed two other students seen as mediators and conflict solving people by their own schoolmates. The analysis of the obtained data was canied out by the technician of contents analysis. The obtained results lead us into drawing the conclusion, that students have a "mixed" concept of the potential conflict; that is to say: they conceive it as a synonym of disagreement and a way of showing lack of understanding, but they on the other hand, also look upon it as something useful towards a social learning. The way conflicts are managed or handled is obviously very different depending on the fact of the other being a friend or not. Therefore the friendly relationship is always related to a cooperative and constructive management solution of the conflict through open dialogue. On the contrary, in the absence of a friendly relationship most students just ignore and move away to avoid the conflict; but when and if they opt out for facing it then the aggressive pattem will prevail over the assertive one. The socalled informal mediators, as a rule, belong to the same group as one of the students involved in the conflict, usually showing a calm character, a good stress control power, frequently using an assertive dialogue while they show themselves as rather sympathetic in their interventions which would stand out as very close to advice (very close to a form of advising). Notwithstanding their experience in solving interpersonal conflicts is considered a precious assert, looking upon the solved conflict as a unique opportunity to exchange experiences and to strengthen possible feelings of friendship.