Actions of teachers in front of conflicts between students

Abstract

The present study is characterized by a qualitative field research, aiming to identify how teachers perceive their interventions in front of attritions among students, since these interventions directly influence the moral development of these. Data were collected through questionnaires with teachers from elementary school, in a public and a private school in the state of São Paulo, analyzing the content based on the Piaget‟s constructivist theory. The results indicate that teachers in general do not reflect about their interventions on the conflicts between students and end up acting to avoid or stop them quickly, which ultimately strengthen the heteronomy of theirs students.