O uso da comunicação não violenta como possibilidade de intervenção nas relações interpessoais entre os estudantes

Abstract

This study aims to: Analyze how the use of Nonviolent Communication (CNV) in conflict mediation can contribute to the improvement of interpersonal relationships between teachers and students. The proposed intervention was performed through action research, which developed collaboratively, focusing on the refinement of the student teacher relationship between students and teachers of a 6th grade elementary school, a public school in Belo Horizonte. The intervention was built collaboratively with the participation of students and teachers of the class and had the mediation of the Pedagogical Coordination during the current school year of 2019. As methodological resource and theoretical bibliographic contribution were used the circles of conversation, delineated from the postulates registered in the Restorative Justice, highlighting the techniques and principles of Nonviolent Communication. The analysis processed in the light of the observed and cataloged results allows us to glimpse teacher training trajectories marked by different educational paradigms, which reflect points of tension in the student teacher relationship. These permeate the educational conceptions of class, discipline, organization and use of school times and spaces, in a divergent way. It is concluded that the communication that presupposes the interlocution, the interactivity, the participation and the student and teacher protagonism in the realization of the curriculum in the classroom, is indispensable. Hence the need for dialogue as a strengthening element of the student teacher relationship. In this perspective, the CNV techniques implemented during the action research proved to be efficient tools for the promotion of dialogues necessary for the treatment of tension points, conflict resolution and the strengthening of respectful postures and refined treatment in the student teacher relationship.