{"id":115761,"date":"2014-06-06T00:00:00","date_gmt":"2014-06-06T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/la-cultura-de-la-mediacion-impacto-de-un-programa-preventivo-de-sensibilizacion-en-ies-de-la-region-de-murcia\/"},"modified":"2014-06-06T00:00:00","modified_gmt":"2014-06-06T00:00:00","slug":"la-cultura-de-la-mediacion-impacto-de-un-programa-preventivo-de-sensibilizacion-en-ies-de-la-region-de-murcia","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia\/la-cultura-de-la-mediacion-impacto-de-un-programa-preventivo-de-sensibilizacion-en-ies-de-la-region-de-murcia\/","title":{"rendered":"La cultura de la mediaci\u00f3n: impacto de un programa preventivo de sensibilizaci\u00f3n, en ies de la regi\u00f3n de murcia"},"content":{"rendered":"

Tesis doctoral de Emilia De Los Angeles Ortu\u00f1o Mu\u00f1oz <\/strong><\/h2>\n

"la cultura de la mediaci\u00f3n: impacto de un programa preventivo de sensibilizaci\u00f3n, en ies de la regi\u00f3n de murcia" el presente trabajo se estructura de la siguiente forma: objetivo general el objetivo general de la investigaci\u00f3n era el de indagar sobre la percepci\u00f3n de la conflictividad escolar y su afrontamiento, en el entorno cercano para posteriormente, medir el impacto de un programa preventivo de sensibilizaci\u00f3n en ies de la regi\u00f3n de murcia. el esquema del programa de sensibilizaci\u00f3n estaba basado en todos aquellos aspectos que se aglutinan en la denominada "cultura de la mediaci\u00f3n", entendida como conjunto de valores y creencias que se generan en torno a esta forma singular de afrontar los conflictos. objetivos espec\u00edficos –\tindagar sobre el tratamiento normativo de la conflictividad. –\tdeterminar el grado de percepci\u00f3n de la conflictividad escolar, por parte expertos en educaci\u00f3n y mediaci\u00f3n, as\u00ed como profesores y alumnos pertenecientes a centros educativos de la regi\u00f3n de murcia. –\tindagar sobre las formas de tratamiento de la conflictividad m\u00e1s utilizadas por los profesores y alumnos de los centros objeto de la investigaci\u00f3n. –\tindagar sobre la influencia del entorno y las caracter\u00edsticas socioculturales, en la percepci\u00f3n del conflicto y la utilizaci\u00f3n de estrategias de resoluci\u00f3n. –\tconocer el impacto del programa de sensibilizaci\u00f3n sobre el alumnado. –\t comprobar la disposici\u00f3n del profesorado y alumnado, para aprender formas alternativas de resoluci\u00f3n de conflictos y en especial la mediaci\u00f3n. metodolog\u00eda la investigaci\u00f3n fue dise\u00f1ada en tres fases, una primera exploratoria, una segunda descriptiva y una tercera explicativa, correspondientes a tres tipos de investigaci\u00f3n y metodolog\u00edas diferentes, aunque complementarias para alcanzar el objetivo final. la fase inicial consisti\u00f3 en realizar una b\u00fasqueda de datos aportados por informantes clave, expertos en materia de conflictividad y convivencia escolar. \tla segunda fase permiti\u00f3 analizar la opini\u00f3n de profesores y alumnos acerca de la percepci\u00f3n de la conflictividad y la manera de resolverla desde sus centros. la tercera fase sirvi\u00f3 para comprobar el efecto producido por el programa de sensibilizaci\u00f3n en mediaci\u00f3n, en alumnado de eso de seis ies de la regi\u00f3n de murcia. conclusiones \ten relaci\u00f3n al tratamiento normativo de la conflictividad en espa\u00f1a, encontramos que ha habido una evoluci\u00f3n desde 1970 cada vez m\u00e1s favorable a planteamientos democr\u00e1ticos y participativos respecto a la resoluci\u00f3n de conflictos. encontramos tambi\u00e9n, en la actualidad, la existencia de una pluralidad de normas de \u00e1mbito auton\u00f3mico en materia de regulaci\u00f3n de la convivencia, lo que ha supuesto una expansi\u00f3n r\u00e1pida, aunque desigual, de la regulaci\u00f3n de la mediaci\u00f3n. En el caso de la regi\u00f3n de murcia encontramos vigente el decreto 115\/2005, que responde al modelo normativo-sancionador. con relaci\u00f3n al grado de conflictividad percibida en nuestro entorno encontramos que, pese a no haberse alcanzado en espa\u00f1a los niveles de otros pa\u00edses, hoy, factores internos al \u00e1mbito escolar como la diversidad y pluralidad en las aulas, y externos relacionados con los cambios sociales, hacen que revierta en la escuela mayor n\u00famero de situaciones conflictivas de naturaleza diversa. En todo caso, esta conflictividad difiere de la violencia. Respecto al alumnado encontramos que el mayor nivel de conflictividad percibido se sit\u00faa a nivel de enfrentamientos verbales. comprobamos que es evidente la necesidad de formaci\u00f3n en t\u00e9cnicas de resoluci\u00f3n de conflictos para toda la comunidad escolar. el programa ha logrado el impacto esperado en los alumnos, al ocasionar diferentes cambios de perspectiva, de manera destacable en lo referente a la percepci\u00f3n del conflicto y el aprendizaje de nuevas estrategias de gesti\u00f3n y resoluci\u00f3n. todos los anteriores aspectos, estaban incluidos en la cultura de la mediaci\u00f3n; en consecuencia, el programa utilizado nos ha posibilitado iniciar el camino de cambio de paradigma que supone esta nueva cultura. "culture of mediation: impact of a preventive awareness programme in secondary schools in murcia" the structure of this paper is as follows: general purpose the overall objective of the research was to investigate the perception of school conflicts and its coping in the immediate environment to subsequently measure the impact of a preventive awareness programme in secondary schools in murcia. the outline of the awareness programme was based on all the aspects generated around the so-called "culture of mediation", understood as a set of values and beliefs that are built around this unique way of dealing with conflicts. specific objectives –\tto investigate the regulatory treatment of conflict –\tto determine the degree of perception of school conflicts by educational and mediation experts, as well as teachers and students from secondary schools in murcia –\tto explore the ways of dealing with conflicts more used among teachers and students of the centers under investigation –\tto inquiry about the influence of enviroment and socio-cultural characteristics on conflict perception and the use of resolution strategies –\tto assess the impact of the awareness programme among students –\tto determine students and teachers willingness to learn alternative dispute resolution models, particularly the use of mediation methodology the research was designed in three stages: first an exploratory phase, second a descriptive phase and third an explanatory phase, each one corresponding to different but complementary research methodologies aimed to achieve the ultimate goal. the initial stage consisted of a data search, supported by key informants who were esperts on school community life and conflicts. the second stage allowed us to analise teachers and students perceptions of conflicts and the resolving models applied in their schools. the third phase enabled us to verify the effect of the mediation awareness programme on students from six secondary schools in murcia. conclusions there has been an evolution since 1970, regarding to regulatory treatment of the scholar conflicts in spain. An approach more favourable to democratic and participatory conflict resolution models can be observed. we also detect nowadays the existence of regional plurality regulation standards of scholar coexistence. These standards have brought a rapid but unequal expansion of mediation regulation. Particularly, in murcia, we find the applicable decree 115\/2005 which responds to the normative – disciplinary model. in connection to the degree of conflict perceived in our environment we find that, not having achieved the levels of other countries, today in spain we have a high number of conflict situations from diverse nature caused by internal factors, such as diversity and plurality in the classroom, and external factors related to the social changes. However, these conflicts do not mean the use of violence. As far as students is concerned, we find that the highest level of conflicts are found in verbal confrontations. there is an obvious need of training on conflict solving techniques in school communities. the program has achieved the expected impact on students, producing different perspective changes. It is specially remarkable the change on the conflict perception and the learning of new management and solving strategies. all the above mentioned aspects were included in the culture of mediation. Therefore, the programme used has make possible to begin the path of paradigm shift represented by this new culture.<\/p>\n

 <\/p>\n

Datos acad\u00e9micos de la tesis doctoral \u00abLa cultura de la mediaci\u00f3n: impacto de un programa preventivo de sensibilizaci\u00f3n, en ies de la regi\u00f3n de murcia<\/strong>\u00ab<\/h3>\n
    \n
  • T\u00edtulo de la tesis:<\/strong>\u00a0 La cultura de la mediaci\u00f3n: impacto de un programa preventivo de sensibilizaci\u00f3n, en ies de la regi\u00f3n de murcia <\/li>\n
  • Autor:<\/strong>\u00a0 Emilia De Los Angeles Ortu\u00f1o Mu\u00f1oz <\/li>\n
  • Universidad:<\/strong>\u00a0 Murcia<\/li>\n
  • Fecha de lectura de la tesis:<\/strong>\u00a0 06\/06\/2014<\/li>\n<\/ul>\n

     <\/p>\n

    Direcci\u00f3n y tribunal<\/h3>\n
      \n
    • Director de la tesis<\/strong>\n
        \n
      • longoria Serrano Garcia<\/li>\n<\/ul>\n<\/li>\n
      • Tribunal<\/strong>\n
          \n
        • Presidente del tribunal: pedro Sanchez vera <\/li>\n
        • Mar\u00eda del pilar Munuera gomez (vocal)<\/li>\n
        • imma Armadans tremolosa (vocal)<\/li>\n
        • Mar\u00eda asuncion Martinez roman (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

          Tesis doctoral de Emilia De Los Angeles Ortu\u00f1o Mu\u00f1oz "la cultura de la mediaci\u00f3n: impacto de un programa preventivo de […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[8235,1141,1495],"tags":[228845,228846,224552,37310,223164,8678],"class_list":["post-115761","post","type-post","status-publish","format-standard","hentry","category-murcia","category-pedagogia","category-sociologia-de-la-educacion","tag-emilia-de-los-angeles-ortuno-munoz","tag-imma-armadans-tremolosa","tag-longoria-serrano-garcia","tag-maria-asuncion-Martinez-roman","tag-maria-del-pilar-munuera-gomez","tag-pedro-sanchez-vera"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/115761","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=115761"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/115761\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=115761"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=115761"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=115761"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}