Agressividade infantil no ambiente escolar a partir de estudos publicados no Brasil (2000-2025)

Abstract

This study aims to understand the manifestations of childhood aggression in the school context, analyzing its possible causes, forms of expression, and impacts on learning processes and children’s social relationships. This is a bibliographical research grounded in classical authors of Developmental Psychology, such as Freud, Klein, Winnicott, Piaget, Vygotsky, Wallon, and Skinner, in addition to contemporary studies that discuss childhood aggression from different theoretical and educational perspectives. Books, scientific articles, dissertations, and academic works available in databases such as SciELO Brasil were consulted. The analysis showed that childhood aggression can appear in explicit forms, such as physical and verbal aggression, or in more subtle manifestations, such as isolation and apathy, and is strongly related to emotional, family, social, and school factors. The results indicate that many teachers still feel unprepared to deal with aggressive behaviors due to the lack of specific training and adequate intervention strategies. It was also observed that school is a privileged space for emotional expression, where children reveal experiences and internal conflicts that are not always understood. It is concluded that understanding childhood aggression requires a broad and sensitive approach that considers emotional development and integrates welcoming pedagogical practices, promoting a safe, structured, and supportive environment for social interactions.