Relações entre desenvolvimento moral, percepção da manifestação de condutas agressivas e estilos de resoluções de conflitos em crianças e adolescentes

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Justiça Restaurativa na Escola: reflexos sobre a prevenção da violência e indisciplina grave e na promoção da cultura de paz

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Violência e indisciplina na escola, legislação e solução de conflitos: um estudo de caso centrado no professor mediador escolar e comunitário

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Manutenção da paz e resolução de conflitos: respostas das Nações Unidas aos conflitos armados intra-estatais na década de 1990

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

As estratégias internacionais de prevenção à violência em massa e a “nova guerra” no Darfur

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

Ao mar, navegar é preciso: o pensamento estratégico da Marinha vis-a-vis à política externa brasileira

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

Apontamentos sobre a história constitutiva dos saberes crimino-penais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O papel da democracia na construção do Estado Palestino e na resolução do conflito Palestino-Israelense: a oclusão das particularidades

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

Resolução de conflitos e agressividade: escala sobre a percepção de educadores

This study aime to estimate the properties of the Escala de percepção de professores dos comportamentos agressivos de crianças na escola. The research was conducted in a socio-educational institution in two phases. In the first one different educators completed the scale concerning the children and teenagers who attended the institution (N = 100). In the second, the children and teenagers with the highest or the lowest scores on the scale above (n = 60) responded to the Children’s Action Tendency Scale, which investigates strategies of conflict resolution. The results demonstrated adequate reliability of the scale of perception. However, they indicated that the educators’ evaluation did not correspond to how children and teenagers judged the hypothetical conflicts since the boys were rated as more aggressive than girls on the perception scale.

A importância da linguagem do educador no processo de construção da autonomia moral da criança pré-escolar

This paper demonstrates that in every society there are limits and these are imposed on its members. However, the awareness and the determination of theses limits are necessarily how they are transmitted by the educator to the learners. Its purpose is to show that autonomous, critical and cooperative individuals are result of the form they were educated and instructed in the classroom. Schools and educators should be concerned with the education of individuals able to reflect, discuss and solve the social and moral conflicts through dialogue, exposition of ideas, suggesting alternatives and the preparation and reworking of the principles and norms that govern society. The goal of this study is identify and highlight the importance of educator language in conflict resolution, its consequences and effects on the process of building the moral autonomy of children in preschool, as well as discussing, in theory the two types of language, evaluative and descriptive. In the same way, show the importance of descriptive language on the construction process from moral autonomy of learner. Several existing research about the chosen subject led to face this challenge, deepening the study to show that and educational system focused on cooperative environment, where teacher actions encourage social interaction, giving the student opportunity to talk, argue and present his thoughts, causes a significant development toward the construction of moral autonomy on the learner

Escola e questão racial: a avaliação dos estudantes

Pós-graduação em Serviço Social - FCHS

Desenho animado e desenvolvimento moral: uma proposta de intervenção na forma de resolução de conflitos

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Um estudo sobre as relações entre os conflitos interpessoais e o bullying entre escolares

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Representações de gênero e resolução de conflitos entre jovens na escola

The aim of this research was to investigate how the gender representations by young people affect how they interpret and resolve a situation of moral conflict at school. It starts from the references of the Theory of the Organizing Models of Thinking and of critical perspectives on the studies of gender as contributors of conceptual and methodological aspects in the analysis of the psychic functioning. Information was raised with 400 youngsters (15 to 21 years of age) from public and private schools, who answered in writing four questions about feelings, thoughts, and the duty of the characters (boys or girls) before a situation of homophobia at school. The perspective of the gender in the conflict resolution was analyzed taking into account the sex of the characters and the sex of the participants. The results show that the gender representations have an essential role in the manner in which the youngsters resolve interpersonal conflicts, highlighting the reproduction of stereotypes in the social relations among genders at school.

A participação da vítima no processo penal

Pós-graduação em Direito - FCHS