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The present study belongs to “Formative Processes, Differences and Values” research line of Post graduation Program in Education of Science and Technology College (Faculdade de Ciencias e Tecnologia, in Portuguese), Universidade Estadual Paulista. The research is financially supported by Sao Paulo Research Supporting Foundation. This study is about the possible relationship between interpersonal conflicts and bullying and originates from our concern about the way teachers use to solve conflicts. We consider that the way teachers act might be adopted by students in their relationship with partners; this can the spread violence, called bullying, among children. Considering this, our main goal is to analyze the relationships between the ways teachers adopt to solve conflicts and the ways students act, facing partner conflicts, and the possible incidence of bullying among them. In order to do so, we sought: a) to observe how interpersonal conflicts situations arise, in the school environment, and how they are solved by teachers, comparing two environments: a more coercive and a more cooperative; b) to see how students solve hypothetical conflict situations, as they consider the teachers would solve and how they believe teachers should act; c) to observe in school situations and identify the students' perceptions about bullying in both school settings, and compare them. The data analysis was based on studies about perspectives of development, Piaget’s one, and studies that present discussions about the styles of conflicts solution made by Leme and about the concepts of bullying according to Olweus and Aviles. We understand social/moral environment the entire network of interpersonal relations that make up the child’s school experience, which includes teacher / student and student / student relations, as well as studies and rules. Depending on the type of relationships established, the classrooms will compose a particular type of social/moral

AS RELAÇÕES ENTRE OS CONFLITOS INTERPESSOAIS E O BULLYING: UM ESTUDO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL DE DUAS ESCOLAS PÚBLICAS