Trata da forçada conversa nas produções curriculares tecidas em meio às práticas de violências que tem afetado e sido produzidas nos cotidianos escolares, a partir do projeto de mediação de conflitos, realizado em uma Escola Pública de Ensino Fundamental do município deVila Velha de 2017 a 2019, em uma parceriada Secretaria de Educação com aPrimeira Vara da Infância e Juventude.Objetiva compreender os modos de encaminhamento e resolução de conflitos, indagando como esses processos têm contribuído para potencializar relações mais amorosas entre os praticantes que habitam a escola? Aposta em práticaspolíticas tecidas em redes de conversações com os cotidianos escolares, nas intercessões deCerteau, Alves, Freire, Charlot, dentre outros. Afirma, com os sujeitos praticantes da escola, a força da conversa na superação de conflitos e produção de relações mais amorosas e alteras, que não eliminam ou negam osconflitos, mas problematiza-os.
It deals with the strengthof the conversation in the curricular productions woven in the midst of the practices of violence that has affected and been produced in school daily life, from the conflict mediation project, carried out in a Public Elementary School of the municipality of Vila Velha from 2017 to 2019, in a partnership of the Department of Education with the First Court of Childhood and Youth. Does it aim tounderstand the modes of referral and conflict resolution, asking how these processes have contributed to enhance more loving relationships between the practitioners who inhabit the school? It bets on political practices woven in networks of conversationswith school routines, in the intercessures of Certeau, Alves, Freire, Charlot, among others. It affirms, with the subjects practicing the school, the strength of the conversation in the curricular productions woven in the midst of the practices of violencethat has affected and been produced in school daily life, from the conflict mediation project, carried out in a Public Elementary School in the municipality of Vila Velha from 2017 to 2019,in a partnership of the Department of Education with the First Court of Childhood and Youth. Does it aim to understand the modes of referral and conflict resolution, asking how these processes have contributed to enhance more loving relationships between the practitioners who inhabit the school? It bets on political practices woven in networks of conversations with school routines, in the intercessures of Certeau, Alves, Freire, Charlot, among others. It affirms, with the subjects practicing the school, the strength of the conversation in overcoming conflicts and producing more loving and altered relationships, which do not eliminate or deny conflicts, but problematize them. conversation in overcoming conflicts and producing more loving relationships and alters, which do not eliminate or deny conflicts, but problematize them.
Se trata de la fuerza de la conversación en las producciones curriculares tejidas en medio de las prácticas de violencia que han afectado y se han producido en la vida cotidiana escolar, a partir delproyecto de mediación de conflictos, llevado a cabo en una Escuela Primaria Pública del municipio de Vila Velha de 2017 a 2019, en asociación del Departamento de Educación con el Primer Tribunal de Infancia y Juventud. ¿Su objetivo es comprender los modosde referencia y resolución de conflictos, preguntándose cómo estos procesos han contribuido a mejorar las relaciones más amorosas entre los profesionales que habitan la escuela? Apuesta por prácticas políticas tejidas en redes de conversaciones con rutinasescolares, en las intercesuras de Certeau, Alves, Freire, Charlot, entre otros. Afirma, con los sujetos practicando la escuela, la fuerza de la conversación en la superación de conflictos y la producción de relaciones más amorosas y alteradas, que no eliminan ni niegan los conflictos, sino que los problematizan.
