OPINIÃO DOS PROFESSORES E RESOLUÇÃO DE CONFLITOS POR PRÉ-ADOLESCENTES

Abstract

School violence has been attributed to a crisis of authority in the education provided by the family and the school, who according to this conception would be careless or permissive in this regard. The study aimed to verify the significance of such conception by investigating preadolescents’ perception of their teachers’ opinions and motives about their strategies to solve interpersonal conflicts. 369 students participated, who were enrolled in the sixth and seventh grades of three schools, one public and two privates. They answered an open questionnaire about their strategies to solve ten conflicts with colleagues, friends or parents. Questions concerning teachers’ opinion about the proposed strategy were added in two conflicts. The results showed that the prevailing resolution strategies in the sample were submission, coercion, mixed coercion with submission, and negotiation. Differences were found between types of school on the predominance of each resolution strategy. The strategies perceived as approved by teachers were submission and negotiation. Aggression and mixed submission with coercion were perceived as disapproved. Positive relationships were obtained between strategies’ choice and perception of teacher’s opinion, as well between opinion and motive. The conclusion favored by these results is that there is no indication of neglect on the part of teachers, but the need to adjusted their practice towards providing greater autonomy to students in solving their conflicts satisfactorily.

http://dx.doi.org/10.14572/nuances.v23i24.1891