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RESUMEN La presente investigacion busco verificar el efecto en la percepcion de violencia escolar tras la implementacion de un proyecto de mediacion de conflictos. Se llevo a cabo el entrenamiento de mediadores escolares mediante b-learning y el desarrollo de jornadas de mediacion escolar de pares. Se desarrolla un cuasi-experimento, donde se compara la intervencion de mediacion del grupo beneficiado (54 participantes), con una segunda intervencion mediante talleres ludico-pedagogicos sobre resolucion de conflictos (57 participantes), asi como con un grupo control donde no se realizo intervencion (53 participantes); todos los participantes pertenecen al nivel de educacion secundaria de una institucion educativa de Valledupar, Colombia. La prueba estadistica t de Student para muestras relacionadas demuestra una reduccion significativa de la percepcion de violencia escolar solamente en el grupo donde se desarrollo el proceso de mediacion escolar; asi mismo, se encontro que la mediacion tuvo efectos diferenciales en las dimensiones de violencia verbal entre pares, violencia fisica y amenaza, exclusion social y disrupcion en el aula. Se discute sobre la pertinencia de la implementacion masiva de la mediacion de conflictos en escenarios escolares locales, dada la propension a la violencia escolar relacionada con violencia social y estructural, asi como la necesidad de evaluar objetivamente los resultados de este tipo de intervenciones, aspectos que son clave en la orientacion educativa para la construccion de paz y ciudadania. ABSTRACT The present study purported to verify the effect on the perception of school violence after the implementation of a conflict mediation project. The training of school mediators was carried out through b-learning and the development of peer mediation sessions. A quasi-experiment was developed, comparing the mediation intervention of the group benefited (54 participants), with a second intervention through playful-pedagogical workshops about conflict resolution (57 participants), as well as with a control group where no intervention was performed (53 participants); all the participants belong to secondary school of an educational institution of Valledupar, Colombia. Student’s t- test for related samples demonstrates a significant reduction in the perception of school violence only in the group where the school mediation process was developed. Likewise, it was found that mediation had differential effects on the dimensions of verbal violence between peers, physical violence and threat, social exclusion and disruption in the classroom. The relevance of the massive implementation of conflict mediation in local school scenarios is discussed, given the propensity to school violence related to social and structural violence, as well as the need to objectively evaluate the results of this type of intervention, aspects that are key in school counseling for the construction of peace and citizenship.

Mediación de conflictos y violencia escolar: Resultados de intervención a través de un estudio cuasi-experimental