Interpersonal conflicts in brazil and hidden violence

Abstract

Daily, at school, educators are often confronted by situations in which the lack of ethics is felt and permeated, often by violence, indiscipline, transgressions or by incivilities that make perpetuate in school a relationship of disrespect and of lack of citizenship. Both the students and the employees and professionals in education are affected by this situation. Educators claim to be intimidated and discouraged facing constant conflict situations, feeling themselves generally unprepared and insecure to intervene in a more constructive way, mainly basing their actions on common sense, as few have studied these issues in training courses. These professionals mostly do not differentiate the different types of coexistence problems in the everyday of the school, employing regardless of the problem, interventions aimed at mainly to contain them or avoid them. They do not conceive conflicts as pedagogical, that is, as opportunities to work the moral values and the need for rules, favoring the development of self-regulation, recognition of the prospects involved and the search for cooperative solutions. Neither spaces for discussion and for dialogical resolution of interpersonal conflicts nor for democracy learning; children and adolescents do not develop more assertive and respectful negotiation strategies, being presented as transgressors to an established order.