O PAPEL SOCIAL DO PROFESSOR NA MEDIAÇÃO DE CONFLITOS PARA PREVENIR VIOLÊNCIA NO AMBIENTE ESCOLAR: UMA RELAÇÃO DIALÓGICA

Abstract

This research consists of an investigation into the influence of progressive approaches and more specific about the remains of a liberal education in contemporary times. The study has the focus in the role of the teacher based on Brazilian educational trends and in conflict mediation to prevent school violence. It considers the natural origin of conflicts as part of human interaction in the face of different cultures, genders and opinions, according to Chrispino & Chrispino (2011). In fact, the school context is naturally conducive to the emergence of various conflicts. As it is a collective environment, that brings together different cultures, this place has social and pedagogical issues. Thus, it is essential to mediate them to prevent violence in the school environment. In promoting education, the teacher's role goes beyond conflict resolution, including prevention and social transformation of students in search of a fairer and more humanized education, as Libâneo (2014) says. The unrest that gave rise to the research is based on the following question: How can the teacher, through dialogue, mediate conflicts in preventing violence in the school environment? The main theoretical references incorporated in this study are Vygotsky (1991), Charlot (2002), Charlot and Émin (1997), Saviani (2021), (1990, 1991, 2004, 2002, 2005, 2006, 2013), Chrispino and Chrispino (2002, 2011), Freire (1983, 1987, 1996, 2007), among others. This investigation was performed in two schools in the municipal education network of Itapuranga (GO) with teachers who teach in the 4th and 5th years of the 1st phase of Elementary Education. The oral and written reports of the participating teachers supported the investigation in discussions about the complexity of the teacher's role, the main conflicts existing in the school environment, the evidence of factors that generate them and the alternatives for conflict mediation. Regarding to the scope of methodological procedures, this study is based on bibliographic and documentary research. Lastly, to do data analysis, a qualitative approach was adopted aligned with the perspective of historical-dialectical materialism, which includes the elaboration of analysis categories that cover the objectives established for the research. The research results point to mediation as an organizational tool capable of facilitating dialogue and promoting understanding of the internal and external factors that generate conflicts. According to the investigation, its effectiveness is attributed to its pacifying function, being considered the ideal tool for resolving conflicts in the school environment.