Mediação escolar nas escolas estaduais paulistas: análise do trabalho a partir da revisão bibliográfica

This article aims to present the process and results of a bibliographic review that resulted in a research on the professional performance of teachers who work as School and Community Mediator Teachers (“Professor Mediador Escolar e Comunitário” - PMEC) in São Paulo state public education. Although recent, the function created in 2010 has already aroused interest in the academic field. From the bibliographic review process, it was possible to verify the paths taken by Brazilian researchers, identify relationships and contradictions in the thesis and dissertations and define the thematic analysis axes. Specifically in this article, the following topics will be discussed: the implementation process of the School and Community Mediator Teacher role, the necessary training for teachers, the difficulties faced at work, the legal attributions and the relationship established with other school subjects. As main results it was found that the implementation of the function was inserted in the school environment without a previous dialogue with the school community resulting in little knowledge the school subjects have about the attributions to be exercised. The access to the function did not consider the teacher's profile, nor was specific institutional training offered on conflict mediation. The School and Community Mediator Teachers individually seek their workspace and suffer from the non-recognition of their attributions in the school environment. Despite the difficulties, research identified positive aspects in interpersonal relationships in schools after the creation of this role.