A mediação pedagógica segundo a eticidade e pedagogicidade do conflito

Abstract

The dissertation titled "Pedagogical Mediation According to the Ethics and Pedagogicality of Conflict" explores the role of conflict in educational settings. The central aim of this research is to demonstrate that conflict inherently possesses pedagogical and ethical qualities, transforming it into an educational opportunity. This argument is grounded in Martin Buber's dialogical philosophy. The definition of pedagogicality is expanded based on Raic's (2015) concept, which views it as a continuous process of becoming a pedagogue. Ethics is understood as the individual's capacity to become an ethical subject, which involves moving beyond personal desires and immediate interests; this is closely linked to the idea of mediation. The dissertation advocates for a shift from viewing conflict in pedagogy to developing a pedagogy of conflict. Within this framework, both pedagogy and the ethics of conflict emerge as essential pillars for a dialogical and transformative educational model. Methodologically, the research combines documentary analysis of school records with a literature review that includes academic works on pedagogical mediation and conflict. The findings reveal that mediation is not merely a control technique but rather an emergent phenomenon arising from the dialogical interactions between individuals, consistent with Buber's philosophy. The theoretical investigation establishes ethics as a continuous process of ethical formation and pedagogicality as a perpetual journey of development, thereby overcoming narrow and reductionist views of conflict. The documentary analysis further disclosed that school practices often adhere to punitive and fragmented conceptions, which are far removed from the proposed dialogical perspective. The contributions of this research are theoretical, methodological, and practical, as it integrates conflict as a formative element and paves the way for future research on pedagogical mediation in various contexts.