Cotidiano e práticas punitivas: um estudo sobre a mediação de conflitos em escolas públicas do Ceará

Abstract

Reflections on the daily life of the schools observed, in which the mediation of conflicts has been established, show that solutions to conflicts still permeate the search for discipline and rulemaking. The purpose of this article is to bring other forms of visualization of school social conflicts through mediation of conflicts. The research resource used was qualitative with a descriptive exploratory character, since its main purpose is to identify how schools have worked for the mediation of conflicts. The qualitative methods of analysis used were observations of school everyday with the insertion in the field. The data were collected through semistructured interviews with the mobilizing agents of the mediation proposal, school teachers and state agents included in the proposal. This article is based on the hypothesis that punitive culture and coercive educational practices, which characterize most school practices, amplify problems related to violence and social conflicts within the school. The construction of new habits, through a re-signification of the school environment, with the insertion of conflict mediation, proposes a reconfiguration of social relations and a new paradigm in school. The municipal school of the Sea is the field of analysis, which is placed in the Mucuripe district of the city of Fortaleza (CE). This school is part of the municipal education network linked to the Municipal Department of Education (SME) and the education district II. Challenges point to the need to think about school and school subjects, since involuntary mediation practices and mediating technical intervention are the results of the conflict restorative approach.