Formação de mediadores judiciais: conteúdos, metodologias e efeitos de um curso de mediação

• Ano de defesa: 2020
• Autor(a) principal: Souza, André Lemos de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Psicologia
• Palavras-chave em Português: Mediação de conflitos; Formação de mediadores; Psicologia social; CNPQ::CIENCIAS SOCIAIS APLICADAS; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; Mediadores (Pessoas); Duelo judiciário
• Link de acesso: https://repositorio.ufu.br/handle/123456789/29910; http://doi.org/10.14393/ufu.di.2020.536

Supported by dialogue as the main tool, mediation has been used in different contexts to deal with dissent. In view of the growing stimulus to mediations in the Brazilian legal context, it is essential to think about adequate training of mediators in order to qualify their performance, thus contributing to the positivity of the area. Despite the scarcity of research on the training of mediators, the existing literature points to the challenges of a non-technical approach that emphasizes the development of sensitivity and paradigmatic changes. That said, this work aims to investigate the meanings that conflict mediation training has for students and teachers of a private training course held in the interior of São Paulo state. To this end, the following were analyzed: the pedagogical material that guides the construction of the course; individual interviews with 3 teachers and in group with 19 students; and pedagogical activities carried out by the students. Based on the thematic analysis of all the material, the text reflects on the meanings of mediation training: as a moment to learn the legal, epistemological and practical content of mediation and its crossings; as a didactic and relational construction process and; as something transformative on a personal and professional level. In this way, it brings reflections on: the critical apprehension of the themes worked on; the implications of the determinations imposed by the judiciary for the construction of courses; the short time dedicated to training as opposed to the extension of the contents; the ways of working on teaching this proposal as something relational, collaborative and dialogued; the joint and reflective construction of learning; the importance of valuing the professional future for its qualification; the power of personal transformations for the development of the mediator's capacities. With these contributions, it is expected to stimulate the development of dialogues on the theoretical and practical training of mediators reflecting, in a broad way, on the qualified training of this professional, a debate that still seems to be taking its first steps in Brazil.