Memories of teachers about the conflicts that lived in children: a prerequisite for teacher training

Abstract

This research aimed to highlight the teachers' memories about the conflicts between children in their childhood and how the interventions of adults were given; seeking to identify the experiences teachers have about conflict resolution. The relevance of this research is based on the teachers' visible concern about the conflicts between students. It is noted the absence of training that guides the actions of the teachers in order to mediate the conflicts between the students aiming at the moral development of these and the care with the interpersonal relations within the school conviviality. A contextualisation was made about the issues of child development, about childhood and its relations with the world, about conflicts and their conceptions, and how school and teachers see them and how they intervene when they happen. For the accomplishment of this research, of qualitative nature, 29 teachers of Early Childhood Education and Initial Years of Elementary School attended a private school in a municipality of Vale do Paraiba Paulista. The focal group was used as the instrument for data collection. The data analysis was performed through Content Analysis. Preliminary results point out that conflicts experienced in childhood can be categorized by those who had adult help, the adult who coerced and the adult had no participation in mediation processes. These are conflicts that have occurred at school, at home or on the street and have generated strong feelings, such as anger, injustice, repentance, guilt etc. As for the way of intervening in conflicts, the teachers point out the organization of the school in this area, the importance of teacher training and dialogue.