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Mediation in the context of a bilingual school

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Resumo:This internship report, developed within the Master’s in Education, specialization in Educational Mediation, addresses the research problem: “How to value the potential of educational mediation in the context of a bilingual school?”. The project was carried out in a bilingual (German-English) after-school setting (Hort) in Munich and adopted an action-research methodology, combining theoretical foundations on conflict resolution, mediation models, and social and emotional learning (SEL) with practical intervention. Data were collected through participant observation, logbooks, focus groups, questionnaires, and document analysis, ensuring methodological triangulation. The intervention was structured around two main pillars: (a) the promotion of SEL through games, storytelling, and cooperative activities; and (b) the implementation of mediation training and practices with students. In addition, mediation sessions were conducted, offering students direct opportunities to experience conflict resolution processes. The results indicate that mediation fostered improved peer relationships, greater awareness of conflict management strategies, and stronger intercultural understanding. These outcomes were naturally shaped by the limited timeframe of the internship. It is concluded that mediation, when integrated into everyday educational practices, constitutes a valuable tool for fostering positive coexistence, conflict transformation, and social cohesion in bilingual and intercultural school contexts.
Autores principais:Santos, Andreia Manuela Amorim
Assunto:Bilingual education Conflict resolution Educational mediation Multiculturality Social and emotional learning Aprendizagem socioemocional Educação bilingue Mediação educacional Multiculturalidade Resolução de conflitos
Ano:2026
País:Portugal
Tipo de documento:dissertação de mestrado
Tipo de acesso:acesso aberto
Instituição associada:Universidade do Minho
Idioma:inglês
Origem:RepositóriUM - Universidade do Minho

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