<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2317-0972</journal-id>
<journal-title><![CDATA[Leitura: Teoria e Prática ]]></journal-title>
<abbrev-journal-title><![CDATA[LTP]]></abbrev-journal-title>
<issn>2317-0972</issn>
<publisher>
<publisher-name><![CDATA[Associação de Leitura do Brasil (ALB)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2317-09722013000100007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os conflitos interpessoais e as regras na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Interpersonal Conflicts and School Rules]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Carolina Aragão Escher]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Juliana Alvim Bites]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<volume>31</volume>
<numero>60</numero>
<fpage>105</fpage>
<lpage>117</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2317-09722013000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2317-09722013000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2317-09722013000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em contato com educadores, verifica-se que algumas das principais inseguranças habitam em como lidar com os conflitos interpessoais que ocorrem no dia a dia entre as crianças e em como fazê-las cumprir as regras presentes na escola. O que chama a atenção nas frequentes conversas é a forma como, geralmente, os conflitos são solucionados pelos adultos: ou se evita que eles ocorram ou se esforça para resolvê-los rapidamente. Esses procedimentos, porém, explicitam concepções de que os conflitos são ocorrências antinaturais, prejudiciais e negativas a um desenvolvimento saudável. Compreende-se, entretanto, que as situações de atrito são, ao contrário, oportunidades para se trabalhar valores e regras, visto que nos dão vestígios sobre o que as crianças precisam aprender sobre como conviver. A teoria ainda aponta para a relação entre o desrespeito às regras e a utilização de medidas de castigo duras e expiatórias, ou seja, a indisciplina é, muitas vezes, uma resposta ao estilo arbitrário e autoritário do educador. Por fim, se o objetivo é promover o desenvolvimento moral das crianças, deve-se considerar que o favorecimento da cooperação, da iniciativa e da interação entre iguais, com a intervenção adequada por parte de educador, são fontes imprescindíveis para uma almejada autonomia. Essa seria uma maneira construtivista de abordar a questão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In contact with educators, we have noticed that some of their major insecurities rest on how to manage the interpersonal conflicts that occur daily among children and how to make them comply with the school rules. What draws attention in frequent conversations is how often the conflicts have to be solved by adults: either in attempts to prevent problems from happening or in efforts to settle them quickly. These procedures, however, result from the concept that conflicts are unnatural, negative and harmful occurrences in a healthy development. We understand, however, that those situations of friction are, on the contrary, opportunities to work with values and rules, and they provide us with information about what children need in order to learn how to live among others. The theory also points to the relationship between the breach of the rules and the use of harsh measures and expiatory punishment, reminding us that indiscipline is often a response to an arbitrary and authoritarian style of an educator. Finally, if the goal is to promote the moral development of children, one must consider that fostering cooperation, initiative and interaction among peers, with appropriate intervention by educators, is an important tool to reach the long sought autonomy. This would be a constructivist approach to the problem.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conflitos na Escola]]></kwd>
<kwd lng="pt"><![CDATA[Regras]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento e Autonomia de Estudantes]]></kwd>
<kwd lng="en"><![CDATA[School Conflicts]]></kwd>
<kwd lng="en"><![CDATA[Rules]]></kwd>
<kwd lng="en"><![CDATA[Development and Autonomy of Students]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Os  conflitos interpessoais e as regras na escola.</h2> <h3>Interpersonal Conflicts and School Rules.</h3>     <p>&nbsp;</p> <h4>Carolina  Arag&atilde;o Escher Marques, Juliana Alvim Bites Castro Calil</h4> </font>      ]]></body><back>
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