Publicação
Mediação de conflitos: construção de um projeto de melhoria de escola
| Resumo: | The research here presented aimed to study (characterize, analyse and evaluate) the stages of a conflict mediation project in the school context, in order to understand its development and results. Following a meso-approach, the research was focused on the analysis of school as an object of study and intervention. To this end, we carried out the implementation of a wide vocation project. The analysis of the project involved three dimensions, which reflected its range: procedural, interpersonal/social and organizational. First, we tried to describe and evaluate both the implementation process and product, following a standard model from literature review. Secondly, we developed research on the learning and acquisition of mediation skills, creating new roles and defining new structures, for the sake of personal, interpersonal and social improvement. Thirdly, we aimed to recognize the impact of the project at school, both in terms of its formal structure and the social interaction processes, since these follow new principles, procedures and practices, inherent to the subject and the context. As far as the methodology is concerned, we decided to use a qualitative research framework, according to an instrumental and evaluative case study. The research is longitudinal, as it includes five years of intervention, and diverse, due to the variety of methods and research techniques adopted and the subjects involved. The project was implemented in a Basic Education School (2nd/3rd cycles), in the center of the country, in the Educational Territory of Priority Intervention, and more than involving a technique, or the creation of conflict management structures, it was understood as a social technology of social and educational improvement. It was acknowledged as necessary, useful, dynamic, integrated and collective, though requiring further attention so that its sustainability is ensured. The empowerment of individuals through mediation helped to improve the personal, social and professional performance in the management of interpersonal relationships and conflicts. The mediation structures were quite active, carrying out various activities to promote sociability. The conflict mediation was institutionalized in the formal structure of the school and it was gradually incorporated in its cultural, relational and social dynamics, being acknowledged as an improvement strategy in the global strategy of the organization's educational quality. It was also recognized that the mediation culture requires further dissemination in the educational community and there is the hope it can be extended to and fostered in the surrounding community. |
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| Autores principais: | Costa, Elisabete Pinto da |
| Assunto: | EDUCATION CONFLICT MEDIATION EDUCATIONAL PROJECTS INTERVENTION PROGRAMS CONFLICT MANAGEMENT INTERPERSONAL RELATIONSHIPS SCHOOLS INTERVENTION STRATEGIES ORGANIZATIONAL CULTURE DOUTORAMENTO EM EDUCAÇÃO EDUCAÇÃO MEDIAÇÃO DE CONFLITOS PROJETOS EDUCATIVOS PROGRAMAS DE INTERVENÇÃO GESTÃO DE CONFLITOS RELAÇÕES INTERPESSOAIS ESCOLAS ESTRATÉGIAS DE INTERVENÇÃO CULTURA ORGANIZACIONAL |
| Ano: | 2016 |
| País: | Portugal |
| Tipo de documento: | tese de doutoramento |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Grupo Lusófona |
| Idioma: | português |
| Origem: | ReCiL - Repositório Científico Lusófona |
| Resumo: | The research here presented aimed to study (characterize, analyse and evaluate) the stages of a conflict mediation project in the school context, in order to understand its development and results. Following a meso-approach, the research was focused on the analysis of school as an object of study and intervention. To this end, we carried out the implementation of a wide vocation project. The analysis of the project involved three dimensions, which reflected its range: procedural, interpersonal/social and organizational. First, we tried to describe and evaluate both the implementation process and product, following a standard model from literature review. Secondly, we developed research on the learning and acquisition of mediation skills, creating new roles and defining new structures, for the sake of personal, interpersonal and social improvement. Thirdly, we aimed to recognize the impact of the project at school, both in terms of its formal structure and the social interaction processes, since these follow new principles, procedures and practices, inherent to the subject and the context. As far as the methodology is concerned, we decided to use a qualitative research framework, according to an instrumental and evaluative case study. The research is longitudinal, as it includes five years of intervention, and diverse, due to the variety of methods and research techniques adopted and the subjects involved. The project was implemented in a Basic Education School (2nd/3rd cycles), in the center of the country, in the Educational Territory of Priority Intervention, and more than involving a technique, or the creation of conflict management structures, it was understood as a social technology of social and educational improvement. It was acknowledged as necessary, useful, dynamic, integrated and collective, though requiring further attention so that its sustainability is ensured. The empowerment of individuals through mediation helped to improve the personal, social and professional performance in the management of interpersonal relationships and conflicts. The mediation structures were quite active, carrying out various activities to promote sociability. The conflict mediation was institutionalized in the formal structure of the school and it was gradually incorporated in its cultural, relational and social dynamics, being acknowledged as an improvement strategy in the global strategy of the organization's educational quality. It was also recognized that the mediation culture requires further dissemination in the educational community and there is the hope it can be extended to and fostered in the surrounding community. |
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