Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
CANDIDO, VALÉRIA BRESSAN |
| Orientador(a): |
Furlin, Marcelo |
| Banca de defesa: |
Souza , Vitor Chaves de,
Petraglia , Izabel Cristina,
Silva , Renan Antônio da,
Bonini , Luci Mendes de Mello |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2031
|
Resumo: |
Solving conflicts has been, throughout human history, an unceasing quest. This research aimed to analyze how the application of the principles of Restorative Justice in School Mediation can be an effective way to resolve conflicts in this environment. Through a theoretical and philosophical comparison, among which I highlight: Leoberto Brancher (2006); Kay Pranis (2010); Howard Zehr (2008, 2012); Niklas Luhmann (2016) and Bakhtin (2009, 2012), and from works that are beginning to emerge on the topic, we sought to build a safe environment for the observation of the performance of teachers, mediators and education professionals and of different knowledge that work , in an interdisciplinary way, mitigating the damage caused to the actors involved in school disputes and conflicts. The research participants were teachers, school mediators, school principals, pedagogical coordinators, students, employees of the São Paulo State Department of Education and a prosecutor of the São Paulo State Public Ministry, who works directly in the study of problems of state education. By comparing the experiences observed during the research within the national territory with the international experiences brought to the collection, we were able to achieve revealing results that, although still timid, school mediation, when combined with restorative principles, can produce satisfactory solutions to conflicts, bringing to those involved the feeling of belonging of young people and adolescents in the school universe. The data demonstrated that this type of public policy is important and that it can bring positive results in the medium and short term: improvement in the quality of human relations, social empowerment and personal satisfaction, however, much needs to be done in the search for school pacification |
