The school conflict: an opportunity to build relationships with primary school students

Abstract

The conflicts, until a few years ago studied from a negative connotation as a product of a problem, quarrel or aggression have been gradually changing and framed in a modern and positive approach, where especially in organizations it is assumed as something natural and inevitable that has that accept, manage and solve always synthesizing the most positive aspects of it. The objective was to analyze the educational opportunities that arise from the school conflict and how they favor the construction of coexistence relationships, offering a framework for reflection to constructively address the school conflict, modifying the daily practices of assuming it that prevent or affect healthy processes of personal growth. The type of research is qualitative, which favored discovering, deepening and enriching the understanding of relevant social situations in the investigated reality, looking for meanings attributed by the protagonists themselves. Among the results is that students who have significantly assumed their conflicts grow integrally, while those who resolve it dysfunctionally generally break relationships and suffer emotional disturbances. One of the conclusions indicates that the educational opportunities that arise from the school conflict are established in correspondence to the emotional intelligence that a person develops.