O projeto de mediação de conflitos como dispositivo de melhoria de escola

Studies related to educational improvement are centered on organizational and cultural dimensions of school (Fullan, 2007a), focusing on the educational internal conditions (Bolívar, 2012). It is essential to create practices that make the difference and incorporate value to existing processes. So, Jares (2002), Alzate (2003) and Torrego (2006) argue that conflict mediation projects lack an integrated logic. In the article we intend to analyze how the principal documents in a school integrate and recognize the mediation project, with a view to introducing a new method of conflict resolution and management of interpersonal relationships. In a qualitative approach, the educational project, the internal regulations and the report of the mediation office of a School, of 2nd and 3rd cycles, with Educational Territory of Priority Intervention, were analyzed. For the analysis of data, and depending on the objective to achieve, we used content analysis. The results show that mediation is part of structures, regulations, procedures and school everyday. It can be possible to implement a more effective way of conflict resolution and interpersonal relations management, able to change the organizational and social culture, and to contribute to improving of the school.