Resumo

DANI, Grasiela Cristine Celich; DANI, Lúcia Salete Celich  e  TREVISOL, Maria Teresa Ceron. Intersubjective recognition used to boost the responsibility for otherness in cases of conflicts in schools. Educ. Puc. [online]. 2019, vol.24, n.1, pp.15-34. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v24n1a4230.

This article emphasizes the conception that when there are conflicts in the school that involve the alterity of its members, intersubjective recognition should be used as possible referral. The empirical framework of the article was based on three studies that work independently: the first research design used an interactive methodology, consisting of a sample of 86 high-school students from a public school in the central region of the state of Rio Grande do Sul (Brazil), and a questionnaire for data collection. The second one used a qualitative methodology with a sample of 366 primary school students from a public school located in the outskirts of the city of Santa Maria, Rio Grande do Sul. The data was collected from texts, drawings and interviews. The third study used a quanti-qualitative methodology with a sample of 235 elementary students from two public schools, one from the western Brazilian region of Santa Catarina and the other from Portuguese region of Minho. Data was collected using a questionnaire. Data from the three researches were discussed and analyzed based on the recognition theory, for it allows the possibility to restore the balance of the social relationship that has been shaken due to conflict (first and second research) or bullying (third research). It may be argued that the construction of personal identity of every individual is related to the presupposition of recognition of others, after all, every intersubjective relationship allows individuals, in a reciprocal way, to experience each other, according to the identity in which they recognize themselves.

Palavras-chave : Alterity; Conflict school; Primary school; Secondary school; Intersubjectivity.

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