BETWEEN CONFLICT AND COOPERATION – CONTRIBUTIONS OF INSTITUTIONAL PEDAGOGY

This study proposes an incisive analysis of the unique nature of conflict and violence in the school environment, arguing that such phenomena should not be equated to ordinary violence, but rather require "specific remedies" of an eminently pedagogical nature. Supported by a qualitative bibliographic methodology, the research revisits the foundations of Institutional Pedagogy (IP)—forged at the intersection of Freinet's techniques and institutional psychoanalysis—to demonstrate how the conceptual triad formed by materialism, the group, and the unconscious can restructure classroom dynamics. The conclusions reveal that, by overcoming "bureaucratic" and repressive education through mechanisms such as the Cooperative Council and the mediation of language, IP allows the educator to cease being a mere transmitter to act as a facilitator and "guardian of the Law," transforming symptoms of aggression into opportunities for autonomy and cooperation, highlighting the relevance of this approach, which remains little explored in the Brazilian context.