Formação de profissionais da educação para resolução de conflitos em escolas públicas

• Ano de defesa: 2022
• Autor(a) principal: Bolzani, Berenice
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Franca; Brasil; Pós-Graduação; Programa de Doutorado em Promoção de Saúde; UNIFRAN
• Palavras-chave em Português: Promoção de saúde - Capacitação profissional; Representações sociais na escola; Resolução de conflitos; Práticas restaurativas nas escolas; Promoção da saúde no ambiente escolar; CNPQ::CIENCIAS DA SAUDE::SAUDE COLETIVA
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/4124

The 2030 Agenda of the United Nations (UN) establishes among the Sustainable Development Goals (SDGs) five priority areas, among them Peace. Seeking to expand this discussion, the theme of this research is about violence prevention, based on mediation techniques and restorative justice. This is a qualitative interventional research with a longitudinal perspective, whose objective was the training of education professionals in basic mediation and restorative justice techniques and tools, for the treatment of conflicts in the school environment. The research was carried out with the team of educational advisors of the Secretariat of Education of a city in the interior of São Paulo. Twenty-eight professionals of both genders, between 34 and 74 years of age, participated. For data collection, we used a questionnaire composed of 16 questions, two of them referring to the Critical Incident Technique, which was applied before and after the participants' training. The data were analyzed according to Content Analysis. Three categories were formed: 1. perceptions that emerge in conflict situations; 2. factors that influence the quality of coexistence; 3. strategies used in conflict resolution. Serge Moscovici's Theory of Social Representations grounded the discussion of this research. The social representations approach offers us resources to understand social reality, to explain daily practices, with the possibility of promoting change by offering means of intervention. In the pre-intervention, it was noticed that the participants used common sense knowledge in conflict situations and, thus, there was a compromise in the resolution of conflicts. Thus, conflicts were repeated, also due to the use of individualized or strictly disciplinary strategies, such as class suspension. The analysis allowed pointing out the non-neutrality of the social representations and their evaluative dimension, since the counselors tended to point out factors such as diversity, among others, in a representational aspect, as something that constructs conflicts. It was verified, in the post-intervention, that the strategies indicated by the professionals for conflict resolution, brought the techniques and tools presented in the training. It was possible to verify that active listening became part of their vocabulary, as well as other resources that, although not named, could be identified, such as rapport, information gathering, identification of feelings and interests, role reversal, empathy, respect for differences, and the search for a joint solution. From this, it is inferred that the objectives proposed in the study were achieved, taking into account the change in paradigms of the participants, according to the results indicated in the analysis of critical incidents. It is also emphasized the importance of continuing studies in the school environment that involve possibilities of interventions aimed at reducing and preventing violence, in order to promote environments that provide a more harmonious coexistence and, consequently, favorable to the promotion of the health of the entire school community. Keywords: Professional training. Social representations at school. Conflict resolution. Restorative practices in schools. Health promotion in the school environment.