Rodas de conversa com adolescentes: estratégias para lidar com conflitos na escola

Abstract

In this article, we reflect on the strategic use of rounds of conversation, led by psychoanalysis, as an approach aimed for conflicts at school. The intervention was carried out with teenage students, representatives of Elementary School II classes, in a public school located In a Brazilian capital.. The focus of the complaints referred to indiscipline, violence, lack of motivation, disrespect, apathy, drug use in recreational areas, confrontation, among others, reported by principals, teachers and employees in relation to students. We noted that this school was unable to activate the full power of the adolescent passage time, in addition to the fact that it reduced it, almost only, to the conflicting dimensions between students and educators. Talking at school, through honest talk spaces contributed to the subjective and political accountability of teenagers at school, in addition to producing discursive transformations in the forms of organization, in the way teachers report to students, in the forms of ties between students and the school community, thus reinventing more solidary forms of interaction, recognition and engagement in the exercise of citizenship in the institutional structure.