Resumo

LEITE, Célio Rodrigues  e  LOHR, Suzane Schmidlin. Conflitos professor-aluno: uma proposta de intervenção. Rev. Diálogo Educ. [online]. 2012, vol.12, n.36, pp.581-596. ISSN 1981-416X.

Teacher’s responsibility in the conduction of students´ learning requires skills to handle situations where difference is present. It requires the ability to find alternatives and solve problems of everyday life, which may cause emotional distress and lead to stress. This may be due to a lack of instrumentation for conflict management in the classroom, to the point of onset of the burnout syndrome. But if before a conflict the teacher manages to administrate it clearly and objectively, what is expected of the discussion process as an alternative of growth, where constructive solutions can emerge. This was the focus of a proposal implemented together with teachers in a public school with high rates of absences from work for reasons possibly related to handling conflict between teachers and students. A questionnaire about teacher-student relationship and conflict management strategies was applied and answered by 15 teachers’ and155 students. From this information a host and reflection group was created, whose meetings would begin with the presentation of a problem-situation and finalize with the proposal of alternatives to deal with the issue. Four meetings were conducted in this way and, at the end of the process, the expansion of alternatives was perceived to solve the conflict; perception changes also were observed. If the movement was initially focused on the search for culprits, a stance of mediation emerged at the end of the process. It suggests that such proposals should be implemented in schools to strengthen the productive role of conflict.

Palavras-chave : Teacher-Student Relationship; Conflict Management; Interpersonal Relationships at School.

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