Thesis (Ph. D.)--York University, 2003. / Includes bibliographical references (leaves 416-438). Also available on the Internet.

Made available in DSpace on 2016-08-03T16:34:35Z (GMT). No. of bitstreams: 1 ElisSantos.pdf: 350848 bytes, checksum: 1c8e8a0b1bb1ed8c59ad51be003179ff (MD5) Previous issue date: 2014-09-29 / A school is an institution in the society and therefore reflects your symptoms, including violence, which generally has been institutionalized, being perceived as natural and unchangeable, and the manner in which it has been treated by the school only perpetuates. Commonly the resolution of conflict permeates a sense of justice linked to punishment and obedience, there is always a proportional or no relationship between the act and its sanction, being the focus on crime, in the other words, retributive justice. The proposed restorative justice, by contrast, aims at the exact opposite, because if not fixed in punishment and revenge, but the restoration of relationships and appreciation of all involved, by means of restorative circles. These inserts the facilitator and participants. Initially with a presentation of the functioning of the circle. After all, this mode of organization is wrapped in a sacred aura, where everyone prepares for the restitution, since we should be willing to be reconciled. Circles can hear and talk through the talking stick that circulates, who is in his power tells his version of the story without stigmata of victims or offenders, by retelling and listening to the positioning of the other, there is the establishment of new bond. From this formation, subjects can seek consensual solutions to restore relationships, heal the individual needs and eliminate conflicting disputes. The emphasis on accountability of individuals in a society that delegates responsibilities in research promoted the need for discussion of the concepts of guilt and shame as repairing agents. Has the objective to describe experiences examining the use of restorative processes in promoting conflict resolution in school. The study consists of a sample of four cases involving teenagers in school conflicts, which were analyzed qualitatively, considering the subjectivity involved in the reports. Therefore, this work shows that the use of restorative practices in dealing with school conflicts is a possibility of intervention that works to improve the environment and the school acquaintanceship, promoting learning and knowledge exchange, valuing the different tolerance and the possibility of listening , including the conflict in a positive way, abdicating punitive behaviors, but mostly restoring relationships. In this work it was possible to understand that this institutionalized violence, naturalized and reproduced in school, and that breaks this chain to understand the causes of school violence, promoting the replacement of violence by dialogue and by so many other possible answers. Understand conflict as inherent to relationships and how to address the possibility of learning, the managing from the perspective of restorative justice, promotes a multiplier network of peace, in which students disseminate their families and the community these new visions. Repair, restore, reinstate, restore, recover, rebuild, restore. The beauty of this idea, this new paradigm which appropriates this research is the human ability to remake itself, to reinvent itself. Understanding the opportunity to restart, satisfying needs and offsetting losses, is to validate humanity itself. / A escola é uma instituição inserida na sociedade e, portanto reflete seus sintomas, dentre eles a violência, que de maneira geral vem sendo institucionalizada, sendo percebida como algo natural e imutável, e a maneira com a qual ela vem sendo tratada pela escola apenas a perpetua. Comumente a resolução dos conflitos perpassa por uma noção de justiça vinculada à punição e a obediência, havendo sempre uma relação proporcional ou não, entre o ato e sua sanção, sendo o enfoque no crime, ou seja, a justiça retributiva. A proposta de justiça restaurativa, diferentemente, visa exatamente o oposto, pois se fixa não no castigo e na vingança, mas na restauração das relações e na valorização de todos os envolvidos, por meio dos círculos restaurativos. Estes inserem o facilitador e os participantes. Inicialmente é feita uma apresentação do funcionamento do círculo. Afinal esse modo de organização é envolto de uma aura sagrada, em que todos se preparam para a restituição, pois se deve estar disposto a reconciliar-se. Nos círculos pode-se ouvir e falar por meio do bastão da fala que circula, quem está em seu poder conta sua versão da história sem estigmas de vítimas ou ofensores, ao recontar e ao ouvir o posicionamento do outro, há o estabelecimento de novos vínculos. A partir desta formação os sujeitos podem buscar soluções consensuais a fim de restabelecer as relações, sanar as necessidades individuais e eliminar as disputas conflituosas. A ênfase na responsabilização dos sujeitos em uma sociedade que delega responsabilidades promoveu na pesquisa a necessidade da discussão dos conceitos de culpa e vergonha como agentes reparadores. Tem-se por objetivo relatar experiências analisando o uso de processos restaurativos na promoção da resolução dos conflitos escolares. O estudo consta de uma amostra de quatro casos envolvendo adolescentes em conflitos escolares, que foram analisados qualitativamente, considerando as subjetividades envolvidas nos relatos. Assim, este trabalho mostra que o uso de práticas restaurativas no trato dos conflitos escolares, é uma possibilidade de intervenção que atua na melhora do ambiente e da convivência escolar, promovendo aprendizagens e troca de saberes, valorizando a tolerância ao diferente e a possibilidade de escuta, compreendendo o conflito de maneira positiva, abdicando condutas punitivas, mas principalmente restaurando relações. ões. Neste trabalho foi possível entender que a violência esta institucionalizada, naturalizada e reproduzida na escola, e que rompe essa cadeia ao compreender as causas da violência escolar, promovendo a substituição da violência pelo diálogo e por outras tantas outras respostas possíveis. Entender o conflito como inerente aos relacionamentos e o abordar como possibilidade de aprendizagem, os manejando sob a ótica da justiça restaurativa, promove uma rede multiplicadora de paz, em que os alunos disseminam às suas famílias e comunidade estes novos olhares. Reparar, restituir, reintegrar, restabelecer, recuperar, reconstituir, restaurar. A beleza dessa ideia, desse novo paradigma do qual essa pesquisa se apropria é a capacidade humana de se refazer, de se reinventar. Compreender a oportunidade de reiniciar, satisfazendo necessidades e compensando perdas, é validar a própria humanidade.

La médiation scolaire, mesure phare en Roumanie pour favoriser l’accès des enfants roms à la scolarisation, vise une minorité dont le niveau socio-économique est bien inférieur à la moyenne nationale, et qui a dans le passé souffert de mesures destructrices allant de l’esclavage jusqu’à l’extermination pendant la période nazie. La recherche, qui étudie les enjeux, les risques et les dérives de la médiation en utilisant l’écosystème de Bronfenbrenner (Bronfenbrenner, 2005) met en lumière le décalage entre l’attente de l’institution scolaire à l’égard du médiateur et la réalité avec ses problèmes systémiques d’ordre politique, social et économique. La médiation révèle les causes des blessures sociales et met en lumière les raisons les plus profondes des inégalités et des ruptures. Pour une médiation efficace, il faut que les institutions s’ouvrent au changement au sein de leur propre philosophie de fonctionnement et au partage du pouvoir, et soient prêtes à trouver des solutions et mesures structurelles adaptées aux défis posés par la situation scolaire des enfants roms. / School mediation, a flagship measure in Romania to promote Roma children's access to education, targets a minority whose socio-economic level is well below the national average, and which has in the past suffered from destructive measures ranging from slavery up to extermination during the Nazi period. This research, which examines the stakes, risks and side effects of mediation using the Bronfenbrenner ecosystem (Bronfenbrenner, 2005) highlights the gap between school’s expectations with regard to the mediator and the reality with its systemic political, social and economic problems. Mediation reveals the causes of social grievances and highlights the deeper explanations of inequalities and disruptions. For mediation to be effective, institutions need to be open to change within their own operating philosophy and to power sharing, and ready to find appropriate structural solutions and measures to address the challenges posed by the school situation of Roma children.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-14T17:15:18Z No. of bitstreams: 1 2017 - Marcela Francis Costa Lima.pdf: 2433368 bytes, checksum: 77c6ed296f04998a2e3c25cc6c60a1ea (MD5) / Made available in DSpace on 2018-03-14T17:15:18Z (GMT). No. of bitstreams: 1 2017 - Marcela Francis Costa Lima.pdf: 2433368 bytes, checksum: 77c6ed296f04998a2e3c25cc6c60a1ea (MD5) Previous issue date: 2017-01-31 / CAPES / This dissertation is linked to the line of research: Contemporary Studies and Educational Practices of the Graduate Program in Education, Contemporary Contexts and Popular Demands (PPGEduc) of the Federal Rural University of Rio de Janeiro (UFRRJ) and the Observatory of Education Program (OBEDUC), funded by the Coordination for the Improvement of Higher Education Personnel (CAPES) entitled "The schooling of students with intellectual disabilities: public policies, cognitive processes and evaluation of learning". Three postgraduate programs participate in this project: Federal Rural University of Rio de Janeiro (UFRRJ), State University of Santa Catarina (UDESC) and University of Vale do Itaja? (UNIVALI). This dissertation aims to analyze the multiple dimensions of school inclusion, at the interfaces between the teaching conceptions and the mediation processes of the learning of students with intellectual disabilities, in the common classes of schools in the Baixada Fluminense. For this, the following specific objectives were outlined: analyze the conceptions of mediation and school inclusion from the perspective of teachers; Identify the level of involvement of students with intellectual disabilities and their learning in this process. As a theoretical basis, we refer to the historical-cultural perspective of Vygotsky. The methodology was based on the qualitative perspective because we believe that research of this magnitude allows us an analysis that considers the particularities of the investigated reality. As data collection instruments, we used classroom observation, the scale of involvement, open interviews and semi-structured questionnaires. For the analysis of the data we used the content analysis that allowed us to relate the data obtained in the research with the theoretical reference that guides the study. In these aspects, after the data analysis, the results indicate that the level of involvement of the subjects with intellectual disability in the proposed activities is entirely related to the pedagogical mediations directed to them. In addition, the data showed that quality mediations work as compensatory in the schooling process of subjects with intellectual disability, providing the acquisition of scientific concepts and the development of higher psychological functions. However, it has become clear that it is not any kind of mediation that provides learning opportunities for people with intellectual disabilities. The research also presents the teaching conceptions about the policy of school inclusion, the historical-cultural perspective and its concepts. Finally, contemporary reflections on the schooling process of students with intellectual disabilities in the Baixada Fluminense are presented. / A presente disserta??o vincula-se a linha de pesquisa: Estudos Contempor?neos e Pr?ticas Educativas do Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares (PPGEduc) da Universidade Federal Rural do Rio de Janeiro (UFRRJ) e ao Programa Observat?rio da Educa??o (OBEDUC) financiado pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) intitulado ?A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem?. Participam desse projeto tr?s programas de P?s-Gradua??o, a saber: Universidade Federal Rural do Rio de Janeiro (UFRRJ), da Universidade Estadual de Santa Catarina (UDESC) e da Universidade do Vale do Itaja? (UNIVALI). Esta disserta??o tem como objetivo analisar as m?ltiplas dimens?es da inclus?o escolar, nas interfaces entre as concep??es docentes e os processos de media??o da aprendizagem de alunos com defici?ncia intelectual, nas classes comuns de escolas da Baixada Fluminense. Para isso, os seguintes objetivos espec?ficos foram delineados: analisar as concep??es de media??o e inclus?o escolar na perspectiva dos professores; identificar o n?vel de envolvimento dos alunos com defici?ncia intelectual e suas aprendizagens neste processo. Como fundamenta??o te?rica, nos remetemos a perspectiva hist?rico-cultural de Vigotski. A metodologia apoiou-se na perspectiva qualitativa por acreditarmos que pesquisas dessa envergadura nos possibilitam uma an?lise que considera as particularidades da realidade investigada. Como instrumentos de coleta de dados utilizamos a observa??o em sala de aula, a escala de envolvimento, entrevistas abertas e question?rios semiestruturados. Para a an?lise dos dados utilizamos a an?lise de conte?do que nos permitiu relacionar os dados obtidos na pesquisa com o referencial te?rico que norteia o estudo. Sob esses aspectos, ap?s a an?lise dos dados, os resultados apontam que o n?vel de envolvimento dos sujeitos com defici?ncia intelectual nas atividades propostas est? inteiramente relacionado com as media??es pedag?gicas direcionadas aos mesmos. Al?m disso, os dados evidenciaram que as media??es de qualidade funcionam como compensat?rias no processo de escolariza??o de sujeitos com defici?ncia intelectual, proporcionando a aquisi??o de conceitos cient?ficos e o desenvolvimento das fun??es psicol?gicas superiores. Contudo, ficou evidente que n?o ? qualquer tipo de media??o que propicia possibilidades de aprendizagem para os sujeitos com defici?ncia intelectual. A pesquisa tamb?m apresenta as concep??es docentes sobre a pol?tica de inclus?o escolar, a perspectiva hist?rico-cultural e seus conceitos. Por fim, s?o apresentadas reflex?es contempor?neas sobre o processo de escolariza??o de alunos com defici?ncia intelectual na Baixada Fluminense.