School as a context of conflict appearance

Abstract

The aim of this paper is realizing the structure of conflicts in a specific context, such as a school, based on theoretical and empirical knowledge about conflicts and their basic characteristics. This review, starting from the actual situations in our school, and by analyzing mutual observation and attitudes of teachers and students and interdisciplinary relations at school, enables ways of solving conflicts of students, with the special review on the contribution and the role of the school in them. The importance of school in prevention of students' conflicts, i.e. its capacities in teaching the young of non-violent ways of solving conflicts. It is clear that possibilities of the school in preventing destructive ways of solving students' conflicts depend on the general social and moral climate in society, and on the other hand on the very pedagogical-educational system which should be adjusted to new social needs and requirements of the democratic society which refer to creating many issues of adequate structure of the programme of pedagogical-educational work, professionally and pedagogically trained teachers with the positive attitude towards pedagogical work, cooperation with parents and social surroundings.

Cilj rada je da se na osnovu teorijskih i empirijskih saznanja o sukobima i njihovim osnovnim karakteristikama uvidi struktura sukoba u specifičnom kontekstu kao što je škola. Ovaj pregled, polazeći od aktuelne situacije u našim školama, preko analize međusobnog opažanja i stavova nastavnika i učenika, te interpersonalnih odnosa u školi, omogućava sagledavanje načina rešavanja sukoba učenika, s posebnim osvrtom na doprinos i ulogu škole u njima. Istaknut je značaj škole u prevenciji sukoba učenika, odnosno njenih kapaciteta u obučavanju mladih nenasilnim načinima rešavanja sukoba. Evidentno je da mogućnosti škole u prevenciji destruktivnih načina rešavanja sukoba učenika zavise od ukupne društvene i moralne klime u društvu, ali, s druge strane, i od samog vaspitno-obrazovnog sistema koji treba da se prilagodi novim socijalnim potrebama i zahtevima demokratskog društva, koji se odnose na osmišljavanje mnogih pitanja vezanih za adekvatnu strukturu i sadržaje programa vaspitno-obrazovnog rada, stručno i pedagoški osposobljene nastavnike sa pozitivnim stavom prema vaspitnom radu, saradnju sa roditeljima i društvenom sredinom.