Dialogue as a possibility to mediate violence in schools
DOI:
https://doi.org/10.5212/PraxEduc.v.8i1.0011Abstract
Violence in schools is understood as a phenomenon of different faces which is part of the cultural and social dynamics of the school. It must be managed by teachers through the dialogical posture pointed out by Freire (1987), supported by the dialogue proposed by Bohm (1989, 1999) and Bakthin (1997 apud NAVARRO, 2005). Thus, this study aimed to analyze the contribution of dialogue to the mediation of violence in schools, through qualitative research, applying semi-structured questionnaires. The theoretical support comes from Abromavay et al. (2002), Andrade (2011), Derbabieux (2002), Cabrale Lucas (2010), Sposito (1998), Freire (1987), Bohm (1989) and Navarro (2005). Results of the study show that from dialogue, teachers can develop Inter-relational Competence (IRC) which contributes to the construction of a dialogical education towards social transformation and mediation of the violence in schools. Using dialogue, which permits better interaction between school individuals, tends to improve life in the school environment.
Keywords: Dialogicity. Conflict management. School environment.
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