Mediação como eixo estruturante dos itinerários formativos no ensino médio
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Data
2023-01-31
Autores
Carreira, Vinicius de Carvalho
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Universidade Estadual Paulista (Unesp)
Resumo
A mediação de conflitos é uma área que tem demonstrado recente expansão. A temática foi introduzida oficialmente no Estado de São Paulo em 2010, tendo sido regulamentada por lei federal em 2015 e, em 2018, foi adotada como eixo estruturante dos itinerários formativos do assim chamado “novo ensino médio”. A fim de compreender como os conteúdos de mediação estão sendo oferecidos em escolas, foram elaborados dois estudos, em formato de artigos, que compõem a presente dissertação. O primeiro consistiu numa revisão bibliográfica, realizada na base de dados do Portal de Periódicos da CAPES, com busca por relatos de projetos e intervenções de mediação de conflitos publicados nos últimos dez anos. O segundo consistiu numa pesquisa de campo com as escolas de ensino médio de uma cidade de médio porte do interior de São Paulo, às quais foi apresentado um questionário estruturado com perguntas sobre os conteúdos oferecidos ao ensino médio, bem como sobre as impressões da gestão escolar acerca da mediação; numa segunda etapa, os gestores foram entrevistados para compreensão do tema em profundidade – sendo que as respostas foram organizadas e categorizadas. A conclusão de ambos os estudos é harmônica em demonstrar que, apesar das normas em vigor, a inserção da mediação no contexto escolar ainda é bastante incipiente.
Conflict mediation is an area which has been showing recent expansion. The subject was officially introduced in the São Paulo State in 2010 and was regulated by federal law in 2015. In 2018, it was adopted as a structuring axis of the formative itineraries of the so-called “new high school”. In order to understand how mediation contents are being offered in schools, two studies were prepared, in the form of articles, that make up this dissertation. The first consisted of a bibliographic review, carried out in the database of Portal de Periódicos da CAPES, with a search for reports of conflict mediation projects and interventions in the last ten years. The second consisted of field research with all high schools in a medium-sized city in the São Paulo’s State, to which a structured questionnaire was presented covering the contents offered to high school, as well as the school management’s impressions about mediation; in a second stage, the managers were interviewed to understand the theme in depth – and the answers were organized and categorized. The conclusion of both studies is harmonious in demonstrating that, despite the rules in force, the insertion of mediation in the school context is still quite incipient
Conflict mediation is an area which has been showing recent expansion. The subject was officially introduced in the São Paulo State in 2010 and was regulated by federal law in 2015. In 2018, it was adopted as a structuring axis of the formative itineraries of the so-called “new high school”. In order to understand how mediation contents are being offered in schools, two studies were prepared, in the form of articles, that make up this dissertation. The first consisted of a bibliographic review, carried out in the database of Portal de Periódicos da CAPES, with a search for reports of conflict mediation projects and interventions in the last ten years. The second consisted of field research with all high schools in a medium-sized city in the São Paulo’s State, to which a structured questionnaire was presented covering the contents offered to high school, as well as the school management’s impressions about mediation; in a second stage, the managers were interviewed to understand the theme in depth – and the answers were organized and categorized. The conclusion of both studies is harmonious in demonstrating that, despite the rules in force, the insertion of mediation in the school context is still quite incipient
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Mediação, Itinerários formativos, Ensino médio, Mediation, Training itineraries, High school