Os conflitos interpessoais na relação educativa
AUTOR(ES)
Telma Pileggi Vinha
DATA DE PUBLICAÇÃO
2003
RESUMO
This work consists in a case study, in which we investigated whether the school environment indeed influences on the students sociomoral formation not only while individuals, but also as groups. The relations established among themselves and the way they dealt with their conflicts became our focus of interest, as well as how the children interpret and solve hypothetical conflicts. Two classes at the third grade of two public schools were analysed: while at one (class A) there was an autocratic environment, at the other (class B) the atmosphere was democratic. The data was collected by one researcher that for 13 times observed each class (totaling 26), during which the differences among the following main items in each group was examined: the sociomoral atmosphere, how the interpersonal relations occurred, how knowledge was thought, how teachers reacted when facing moral conflicts and specially how children themselves were dealing with them. Six students were raffled and invited to individually solve and interpret problem-situations concerning interpersonal conflicts; drawing activities related to problems that are usual to children were also given and the results of each activities were analysed by us. Besides the fact that the children belong to the same socioeconomic level and have similar ages, the results showed that at class A, in which there was an autocratic environment, the children s interpersonal understanding skills while solving hypothetical conflicts, as well as while in peer-groups, were shallow. These students were prone to have more coercive relations: competitions among them were frequent and they reacted against conflicts with impulsive strategies, which were self-centered and not sophisticated. At class B, in which the environment was democratic, the solutions to the problem situations and the behavior during social interaction leaded to the conclusion that those children were more developed according to the levels proposed by Selman. The relations between children were taken in a more harmonic and mutual way: not only reciprocal interests were considered by the people involved, but also different and sophisticated strategies were developed in order to solve conflicts, such as taking into consideration the other s feelings and other s peculiar ways of thinking; besides that, more effort was made in order to find alternatives for solution that would please both parts of the conflict. It became c1ear that these children, instead of those of class A, succeeded better while solving problem-situations. Therefore it was proved that, considering Selman s levels of interpersonal understanding, the children that studied at a democratic environment were more developed than the others that carne from an autocratic atmosphere. These results confirm that the school environment does influence on the sociomoral formation of children not only individually but also while they interact among themselves and deal with interpersonal conflicts, favoring or inhibiting their sociomoral development
ASSUNTO(S)
conflito interpessoal construtivismo (educação) desenvolvimento moral professores e alunos
