The Principal and School and their Role as a Conflict Mediator

Abstract

The author carried out a study that aimed to understand the senses and meanings constituted by a Director in the role of conflict mediator in a full-time public school in the State of São Paulo. To this end, we specifically sought to understand the history of his personal and professional life and identify aspects that signaled changes in his performance. Data collection occurred through visits to the school and interviews. In the light of Aguiar and Ozella, the investigation was carried out adopting the Cores of Meaning, based on socio-historical theory and historical and dialectical materialism. The study revealed that the subject researched recognizes the importance of the Principal's role in mediating conflicts, especially those that emerge from the classroom, that this mediation, in addition to serving as support for the teacher, serves as a reference for his actions, with dialogue as the main strategy. However, he divides himself between the different tasks that his professional role requires. It was concluded in this research that training support is necessary for the Director to be dialogic in interpersonal relationships as an administrative and pedagogical manager.