BR Reflexões Sobre os Conflitos Existentes na Educação Infantil: o que compreendem os professores

The objective of this article is to present some reflections on the research theme that will be developed during the Professional Master's Degree in Education, in addition to reporting the theories discovered by other authors in relation to conflicting situations in the classroom. The theoretical framework was configured as a fundamental basis, to perceive that teachers in most cases do not understand or do not know how to deal with children in order to solve the conflicts triggered, thus observing that they lack theory related to their practice. Children are social actors in full development in Early Childhood Education, in some cases they culminate in receiving punishments when they get involved in situations of aggressiveness. The role of the teacher should not be evident in applying punishments, or in being oppressive with such young children, but rather understanding the situations and advocating in order to promote strategies through theoretical support so that children are offered a healthy and welcoming learning environment, and these issues are resolved in the classroom.