<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702021000200367</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.7.2021.367-376</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mediação de Conflitos: impactos de uma intervenção pedagógica uma escola pública na Amazónia Ocidental do Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Conflict Mediation: Impacts of a Pedagogical Intervention in a Public School in the Western Amazon of Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinho]]></surname>
<given-names><![CDATA[Franciane de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Rafael Fonseca de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Elisabete Pinto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia (UNIR)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Lusófona do Porto  Centro de Estudos Interdisciplinares em Educação e Desenvolvimento (CieED)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>7</volume>
<fpage>367</fpage>
<lpage>376</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702021000200367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702021000200367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702021000200367&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho apresenta resultados da implementação da mediação de conflitos, enquanto proposta de intervenção pedagógica para lidar com a indisciplina numa escola pública da cidade de Porto Velho, no Estado de Rondônia, na Amazónia Ocidental do Brasil. O estudo justificou-se pela manifestação crescente da indisciplina, com prejuízo dos processos de ensino e desenvolvimento cognitivo e social dos estudantes. Acresce não haver pesquisas stricto sensu sobre a mediação aplicada à educação na região norte do Brasil, tampouco estudos que promovam o diálogo entre a mediação escolar com a Teoria Histórico-Cultural da Atividade. A intervenção teve a duração de quatro meses, no período de agosto a novembro de 2019, tendo participado da pesquisa dezoito estudantes de uma turma do 7º ano, nove professores e quatro profissionais da equipa de gestão da escola. Tratou-se de uma pesquisa de abordagem qualitativa, de tipo intervenção pedagógica, cujas etapas consistiram na análise situacional, sensibilização, formação, institucionalização e avaliação. Foram realizados oito encontros com estudantes, cinco com docentes e seis com a equipa gestora, totalizando dezanove encontros. A avaliação da intervenção foi realizada através de observação, questionário e entrevista. Os dados recolhidos foram organizados e analisados em três categorias. i) convivência na escola; ii) mediação de conflitos na escola; iii) efeitos da mediação de conflitos). Entre os principais resultados, constata-se que os estudantes manifestaram que a mediação proporcionou mudanças positivas na convivência escolar; os docentes afirmaram a necessidade de adequação da prática pedagógica à sala de aula, com o intuito de diminuir as situações de indisciplina, e a equipa gestora reconheceu a relevância da mediação como estratégia de prevenção da indisciplina, percebendo a mudança de postura nos estudantes e também nos docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents results of the implementation of conflict mediation, as a proposal for pedagogical intervention to deal with indiscipline in a public school in Porto Velho city, the State of Rondônia, in the Western Amazon of Brazil. The study was justified by the growing manifestation of indiscipline, to the detriment of the processes of teaching and students &#8217;cognitive and social development. Moreover, there are no stricto sensu research on mediation applied to education in the Northern Region of Brazil, nor studies that promote dialogue between school mediation and the Cultural-Historical Theory activity. The intervention lasted four months, from August to November 2019, with eighteen students from a 7th grade class, nine teachers, and four professionals from the school's management team participating in the research. This was a research of qualitative approach, of pedagogical intervention, whose stages consisted of situational analysis, sensitization, training, institutionalization, and evaluation. Eight meetings were held with students, five with teachers, and six with the management team, totalling nineteen meetings. The evaluation of the intervention was carried out through observation, questionnaire and interview. The data collected was organized and analyzed into three categories: i) coexistence at school; ii) conflict mediation at school; iii) effects of conflict mediation). Among the main results, it was found that students expressed that mediation provided positive changes in school coexistence; teachers affirmed the need to adapt the pedagogical practice to the classroom in order to decrease indiscipline situations and the management team recognized the relevance of mediation as a strategy to face indiscipline, noticing the change of posture in students and also in teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mediação de Conflitos]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural da Atividade]]></kwd>
<kwd lng="pt"><![CDATA[Intervenção Pedagógica.]]></kwd>
<kwd lng="en"><![CDATA[Conflict Mediation]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory of Activity]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Intervention.]]></kwd>
</kwd-group>
</article-meta>
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