<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2012000200014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conflitos professor-aluno: uma proposta de intervenção]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Célio Rodrigues]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Löhr]]></surname>
<given-names><![CDATA[Suzane Schmidlin]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,UFPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>12</volume>
<numero>36</numero>
<fpage>581</fpage>
<lpage>596</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2012000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2012000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2012000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A responsabilidade do professor na condução do aprendizado dos alunos exige habilidades para o manejo de situações em que o diferente se faz presente. Requer habilidade para encontrar alternativas e solucionar problemas do dia a dia, o que pode ocasionar desgaste emocional e levar ao estresse. Isso pode ser decorrente da falta de instrumentalização para o manejo de conflito em sala de aula, chegando ao ponto do surgimento da síndrome de burnout. Porém se diante do conflito, o professor souber administrá-lo de forma clara e objetiva, o que se espera do processo de discussão, como alternativa de crescimento, soluções construtivas podem emergir. Esta foi a tônica de uma proposta implementada junto a professores de uma escola pública, com alto índice de afastamentos do trabalho por questões possivelmente ligadas ao manejo do conflito entre professores e alunos. Aplicou-se um questionário sobre o relacionamento professor-aluno e estratégias de manejo dos conflitos, respondido por 15 professores e 155 alunos. A partir dessas informações criou-se um grupo de acolhimento e reflexão, cujos encontros se iniciavam com a apresentação de uma situação problema e finalizavam com a proposição de alternativas para lidar com a questão. Foram realizados quatro encontros nesses moldes e, ao final do processo, foi perceptível a ampliação de alternativas para a solução dos conflitos e a mudança de percepção. Se, inicialmente, o movimento era focado na busca de culpados, ao final do processo, emergiu uma postura de mediação.Sugere que propostas desta natureza sejam implementadas nas escolas fortalecendo o papel produtivo do conflito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relação Professor-Aluno]]></kwd>
<kwd lng="pt"><![CDATA[Manejo de Conflitos]]></kwd>
<kwd lng="pt"><![CDATA[Relacionamento Interpessoal na Escola]]></kwd>
<kwd lng="en"><![CDATA[Teacher-Student Relationship]]></kwd>
<kwd lng="en"><![CDATA[Conflict Management]]></kwd>
<kwd lng="en"><![CDATA[Interpersonal Relationships at School]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Conflitos professor-aluno:  uma proposta de interven&ccedil;&atilde;o.</h2> <h3>Teacher-student conflicts: an intervention proposal.</h3>     <p>&nbsp;</p> <h4>C&eacute;lio Rodrigues Leite, Suzane  Schmidlin L&ouml;hr    <br> </h4> </font>      ]]></body><back>
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</back>
</article>
