Dificuldades comportamentais dos alunos: o papel da gestão educacional na resolução dos conflitos no contexto escola-família-comunidade

Abstract

This research presents some contributions on students'behavioural problems: conflicts in family-school-community context, subject that involves many discussions in various segments, considering the student's educational process, the objective of the present research is proposed to investigate what alternatives to resolve or address the students ' behavioral problems, assuming that existing conflicts are related to school-family-community context. From this is the specific objectives: (a) promote the reflection on the different forms of interventions in order to have a better learning; (b) discuss the role of the school at the present time, in the context of the formation of character of educating, what its implications, attributions and limits. The work was based on benchmarks of research written by Lech (2007), Sanches (1993) and Minayo, Bronfenbrenner (1996), Luck (2000), Libâneo (2005), Cury (2003), Delors (1998). The methodology used was bibliographical and field research, giving greater focus to quantitative and qualitative research, being that the subject involved in research were students and teachers from a school in the State schools of the municipality of Soledade-RS.They responded to a script of questions in order to learn how to deal with the issues that affect our students and teachers in a special way. as a result of the research it is seen that the educator must maintain self-control, cognitive style and the fundamental affection, for there is no greater disinterest and leavers; to solve the problems of school should provide the family with the joint work of dialogue and co-operation, and above all, demonstrates the importance of teacher-student ratio, as a ratio of cooperation, respect and growth. The analysis of the data suggests that the deficits can be overcome through the activities of groups responsible and committed to education. The family, more responsibility and commitment to the education of their children and to school and teachers, these should contribute to that behavior changes allow children the consolidation of future dignity, working values, knowing the children and their experiences and mainly, to be present in their lives of constructive, fruitful and emancipatory way.