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 contação de histórias como recurso facilitador do desenvolvimento do juízo moral de crianças da educação infantil

Pós-graduação em Docência para a Educação Básica - FC

A importância da mediação: a situação do professor mediador escolar e comunitário na Rede Estadual Paulista de Ensino

This study aims to analyze the implementation of mediation in the school environment of São Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of São Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonafé-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment

Book Review of "Will the Circle Be Unbroken?": Aboriginal Communities, Restorative Justice, and the Challenges of Conflict and Change by Jane Dickson-Gilmore and Carol La Prairie

Over the past decade or two, restorative justice has become a popular approach for the criminal justice system to take in Canada, New Zealand, and Australia. In part, this is due in all three countries to an appalling disproportionality in the incarceration rates for racialized minorities. As the authors of "Will the Circle Be Unbroken?" point out, however, governments have been attracted to restorative justice for cost-cutting reasons as well. A burning question, therefore, is whether restorative justice works.

Masculinities in Conflict: Representations of the Other in Narrative during the Spanish Civil War

In this article, I analyze the representation of the Other in three texts that were published during the Spanish Civil War: El infierno azul (1938?), by Republican Isidro R. Mendieta, and two closely related works by Falangist Jacinto Miquelarena: Cómo fui ejecutado en Madrid (1937) and El otro mundo: La vida en las embajadas de Madrid (1938). Although these texts adhere to different political ideologies and are stylistically very divergent, they are similar in their constant criticisms of the enemy. Furthermore, both Republicans and rebels tend to depict the enemy as possessing an inadequate masculinity. He is described, on one hand, as a beast or an animal, unable to control his instincts, and, on the other hand, as an unmanly and effeminate coward. Thus, for the construction of the nation, the Other presents an inappropriate masculinity, which is either excessive and uncontainable, or insufficient. Therefore, national ideologies seem to propose a normative masculinity that is located in an ambiguous middle ground: a masculinity that is able to control animal instincts yet capable of heroic acts.

A Tool Box Half Full: How Social Science can Help Solve Human–Wildlife Conflict

There is a growing recognition among wildlife managers that focusing management on wildlife often provides a temporary fix to human–wildlife conflicts, whereas changing human behavior can provide long-term solutions. Human dimensions research of wildlife conflicts frequently focuses on stakeholders’ characteristics, problem identification, and acceptability of management, and less frequently on human behavior and evaluation of management actions to change that behavior. Consequently, little information exists to assess overall success of management. We draw on our experience studying human–bear conflicts, and argue for more human dimensions studies that focus on change in human behavior to measure management success. We call for help from social scientists to conduct applied experiments utilizing two methods, direct observation and self-reported data, to measure change in behavior. We are optimistic these approaches will help fill the managers’ tool box and lead to better integration of human dimensions into human–wildlife conflict management.

A importância da mediação: a situação do professor mediador escolar e comunitário na Rede Estadual Paulista de Ensino

This study aims to analyze the implementation of mediation in the school environment of São Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of São Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonafé-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment

Organização do trabalho, conflitos e agressões em uma emergência hospitalar na cidade de São Paulo, Brasil

As condições e processos de trabalho penosos dos pronto-socorros somados a elevada demanda frente à capacidade e gravidade dos casos, dificultam as decisões, impactam no atendimento e favorecem conflitos. Trata-se de um estudo de caso, exploratório e qualitativo, utilizou-se dados documentais, entrevistas semiestruturadas e observação do trabalho, especificamente dos porteiros. Objetivou-se verificar como características da organização do trabalho aumentam conflitos e agressões em um pronto-socorro comprometendo os atendimentos. Constatou-se que os porteiros estão na linha de frente e são expostos à pressão dos usuários por atendimento. Para solucionar conflitos, extrapolam regras e procedimentos, realizam tarefas além da sua competência, podendo alterar o fluxo e a qualidade do atendimento. Os arranjos organizacionais desconsideram os porteiros como parte da equipe de cuidados expondo-os a conflitos e agressões. Espera-se contribuir para mudanças, melhorar as relações, a segurança e o fluxo de atendimento.

Inhibition of the NMDA receptor/Nitric Oxide pathway in the dorsolateral periaqueductal gray causes anxiolytic-like effects in rats submitted to the Vogel conflict test

Abstract Background Several studies had demonstrated the involvement of the dorsolateral portion of periaqueductal grey matter (dlPAG) in defensive responses. This region contains a significant number of neurons containing the enzyme nitric oxide synthase (NOS) and previous studies showed that non-selective NOS inhibition or glutamate NMDA-receptor antagonism in the dlPAG caused anxiolytic-like effects in the elevated plus maze. Methods In the present study we verified if the NMDA/NO pathway in the dlPAG would also involve in the behavioral suppression observed in rats submitted to the Vogel conflict test. In addition, the involvement of this pathway was investigated by using a selective nNOS inhibitor, Nω-propyl-L-arginine (N-Propyl, 0.08 nmol/200 nL), a NO scavenger, carboxy-PTIO (c-PTIO, 2 nmol/200 nL) and a specific NMDA receptor antagonist, LY235959 (4 nmol/200 nL). Results Intra-dlPAG microinjection of these drugs increased the number of punished licks without changing the number of unpunished licks or nociceptive threshold, as measure by the tail flick test. Conclusion The results indicate that activation of NMDA receptors and increased production of NO in the dlPAG are involved in the anxiety behavior displayed by rats in the VCT.

Learning Democracy Together in School? : Student and Teacher Attitudes in Bosnia and Herzegovina

The principal aim of this study is to examine attitudes and values, through questionnaires, among students and teachers in the last grade of primary school (grade 8) regarding issues related to authoritarianism, democracy, human rights, children rights, conflict resolution and legislation in Bosnia and Herzegovina. A second aim is to explore and analyze the role of the international community in the democratization and education processes in the light of globalization in this country through secondary sources of data, site visits and observations. Analysis of the student sample reveals suspicion towards democracy, especially when democracy was associated with politics and politicians. When the issue of democracy was de-contextualized from Bosnia and Herzegovina realities in the questionnaire, students showed more positive attitudes towards it. Students generally agreed with very strong authoritarian statements. High achieving students were more democratic, more socially responsible, more tolerant regarding attitudes towards religion, race and disabilities, and less authoritarian compared to low achievers. High achievers felt that they had influence over daily events, and were positive towards social and civil engagement. High achievers viewed politics negatively, but had high scores on the democracy scale. High achievers also agreed to a larger extent that it is acceptable to break the law. The more authoritarian students were somewhat more prone to respond that it is not acceptable to break the law. The major findings from the teacher sample show that teachers who agreed with non-peaceful mediation, and had a non-forgiving and rigid approach to interpersonal conflicts, also agreed with strong authoritarian statements and were less democratic. In general, teachers valued students who behave respectfully, have a good upbringing and are obedient. They were very concerned about the general status of education in society, which they felt was becoming marginalized. Teachers were not happy with the overloaded curricula and they showed an interest in more knowledge and skills to help children with traumatic war experiences. When asked about positive reforms, teachers were highly critical of, and dissatisfied with, the educational situation. Bosnia and Herzegovina is undergoing a transition from a state-planned economy and one party system to a market economy and a multi party system. During this transition, the country has become more involved in the globalization process than ever. Today the country is a semi-protectorate where international authorities intervene when necessary. The International community is attempting to introduce western democracy and some of the many complexities in this process are discussed in this study. Globalization processes imply contradictory demands and pressures on the education system. On one hand, economic liberalization has affected education policies —a closer alignment between education and economic competitiveness. On the other hand, there is a political and ideological globalization process underlying the importance of human rights, and the inclusiveness of education for all children. Students and teachers are caught between two opposing ideals — competition and cooperation.

Conflict affected peoples’ access to education: IDP pupils in Georgia

This work seeks to understand what kind of impact educational policies have had on the secondary school students among internally displaced persons (IDPs) and their identity reconstruction in Georgia. The study offers a snapshot of the current situation based on desk study and interviews conducted among a sample of secondary school IDP pupils. In the final chapter, the findings will be reflected against the broader political context in Georgia and beyond. The study is interdisciplinary and its methodology is based on social identity theory. I shall compare two groups of IDPs who were displaced as a result of two separate conflicts. The IDPs displaced as a result of conflict in Abkhazia in 1992–1994 are named as old caseload IDPs. The second group of IDPs were displaced after a conflict in South Ossetia in 2008. Additionally, I shall touch upon the situation of the pupils among the returnees, a group of Georgian old caseload IDPs, who have spontaneously returned to de facto Abkhazia. According to the interviews, the secondary school student IDPs identify themselves strongly with the Georgian state, but their group identities are less prevailing. Particularly the old case load IDP students are fully integrated in local communities. Moreover, there seems not to be any tangible bond between the old and new caseload IDP students. The schools have neither tried nor managed to preserve IDP identities which would, for instance, make political mobilisation likely along these lines. Right to education is a human right enshrined in a number of international conventions to which the IDPs are also entitled. Access to education or its denial has a deep impact on individual and societal development. Furthermore, education has a major role in (re)constructing personal as well as national identity.