Conflitos escolares: desafios da profissão de professor(a) na contemporaneidade

Abstract

Society has undergone several and frequent transformations of cultural, historical, educational, social and technological origin. As the school is a fundamental and necessary unit present in society, and resembles it so much, this institution has been undergoing plural transformations without the proper support for the search for knowledge through continuing education, leaving its professionals at the mercy of the conflicts produced and faced in this environment. Thus, this research sought to give voice to education professionals, especially teachers, in face of these new challenges encountered by the profession in contemporary times. We seek through these subjects to understand: why are educators having difficulties in dealing with certain conflicts in student relationships? What is already done and what could improve in dealing with such conflicts? It is a qualitative research and contains some methodological elements of a participating research. The focus group consisted of eight education professionals, teachers, direction and supervision. We found from this study that there are many factors that interfere with the production or combat of school conflicts. Educators are unable to keep up with every change in society with proper knowledge, insight, and theoretical and practical deepening. The school has been more a place of reproduction than a thinking and creating and recreating organism. Thus, the improvement of continuing education/training could provide other ways, new perspectives and better accompaniment to the frequent transformations of society. The resignification of extra-class work is an important ally for meeting these challenges of the profession, as well as for democratic management and participation.