This work is part of the Research Line School Practice and Public Policy Program Graduate Education UFSM. The central theme of the study were the conflicts in the school environment sociomoral and its implications in cooperative relations that sense, the goal was to understand how to resolve conflicts on the environment sociomoral escoalr involves building cooperative relationships. The methodology included a qualitative approach, using the perspective of the case study. The studies of Piaget (1993, 1994, 1998), DeVries and Zan (1998), and Moreno Sastre (2002), Puig (1998;2007), among others, served as the theoretical development of the research. Data collection was conducted through semi-structured interview with two teachers, a representative of the direction and guidance counselor in an elementary school, the private network of the city of Santa Maria. Data analysis was through two categories: the conflicts in the school environment and relationships sociomoral cooperation.The of analyzing the data, we concluded that the lack of knowledge of teachers and managers, on conflicts and their contribution for student learning is a limitation for the educational work related to building cooperative relationships. Thus, we find that the concept of conflict and the way in which teachers act are dependent on each other. When designing the conflict as something negative, focus on the product, that is the resolution itself.Thus were we need to promote opportunities for training for teachers to reflect and rethink their ideas about conflicts and to educate on the importance of building cooperative relationships so that they can effectively contribute in the formation of autonomous subjects. / Este trabalho insere-se na Linha de Pesquisa Práticas Escolares e Políticas Públicas do Programa de Pós-Graduação em Educação da UFSM. O tema central do estudo foram os conflitos no ambiente sociomoral escolar e suas implicações nas relações de cooperação Nesse sentido, objetivou-se compreender como a resolução dos conflitos no ambiente sociomoral escolar implica a construção de relações de cooperação. A metodologia adotada contemplou uma abordagem qualitativa, utilizando-se da perspectiva do estudo de caso. Os trabalhos de Piaget (1993; 1994; 1998), DeVries e Zan (1998), Sastre e Moreno (2002), Puig (1998;2007), entre outros, serviram como aporte teórico para o desenvolvimento da pesquisa. A coleta dos dados foi realizada por meio de entrevista semiestruturada com duas professoras, um representante da direção e a orientadora educacional de uma escola de Ensino Fundamental da rede privada da cidade de Santa Maria, RS. A análise dos dados se verificou através de duas categorias: os conflitos no ambiente sociomoral escolar e as relações de cooperação. A partir da análise dos dados, concluiu-se que a falta de conhecimento dos professores e gestores sobre os conflitos e sua contribuição para aprendizagem dos alunos é um limitador do trabalho educativo voltado para a construção das relações de cooperação. Assim, percebe-se que a concepção de conflito e as formas pelas quais os professores agem estão em dependência umas das outras. Ao conceberem o conflito como algo negativo, os educadores focalizam o produto, ou seja, a resolução em si. Desta forma, é preciso promover espaços de formação para os professores, no sentido de que estes reflitam e repensem suas concepções sobre conflitos, conscientizando-se da importância de educarem para a construção de relações de cooperação, para que possam contribuir efetivamente na formação de sujeitos autônomos.

<p>The purpose of this study is to investigate the suppliers’ view of their relation to Stora Enso. The study focuses on the relation between the central purchasing unit of Stora Enso and the suppliers but also gives indications of how the overall interface between Stora Enso and the suppliers works. The purpose is explored through a number of research objectives, which are presented below. </p><p>Areas essential for the functioning of the central purchasing unit: </p><p>- The overall organisation of Stora Enso’s purchasing activities, </p><p>- Stora Enso’s cross-functional purchasing teams, </p><p>- The internal coordination and communication, </p><p>- The relational bonds between Stora Enso and the suppliers </p><p>Important goals and visions for the central purchasing unit: </p><p>- Minimising the Total Business Cost, </p><p>- Being an attractive partner to the suppliers </p><p>Currently discussed issues within the central purchasing organisation: </p><p>- The potential for closer cooperation between Stora Enso and the suppliers, </p><p>- The professionalism of Stora Enso’s purchasers </p><p>Stora Enso is well organised for purchasing but the centrally coordinated cross-functional teams are not working as well as they could. The internal coordination has improved lately but the central purchasing unit’s mission to optimise for Stora Enso as a whole often creates tension within the organisation, as a result of the mills being profit centres. The internal communication is not efficient, and the suppliers are strengthening their bonds with the mills by taking over the responsibility for certain information flows. The central purchasing unit and the cross-functional teams have the responsibility but not the authority to carry out their task of identifying and reducing the Total Business Cost. Stora Enso is an attractive customer for their suppliers, mainly because of the big volumes they represent. The current negotiation strategies are not advantageous for the introduction of collaborative supplier relations but other factors in the relation between the suppliers and Stora Enso speak strongly in favour for such a strategic change. When it comes to professionalism and business moral the suppliers give the central purchasing unit a very positive evaluation.</p>

The purpose of this study is to investigate the suppliers’ view of their relation to Stora Enso. The study focuses on the relation between the central purchasing unit of Stora Enso and the suppliers but also gives indications of how the overall interface between Stora Enso and the suppliers works. The purpose is explored through a number of research objectives, which are presented below. Areas essential for the functioning of the central purchasing unit: - The overall organisation of Stora Enso’s purchasing activities, - Stora Enso’s cross-functional purchasing teams, - The internal coordination and communication, - The relational bonds between Stora Enso and the suppliers Important goals and visions for the central purchasing unit: - Minimising the Total Business Cost, - Being an attractive partner to the suppliers Currently discussed issues within the central purchasing organisation: - The potential for closer cooperation between Stora Enso and the suppliers, - The professionalism of Stora Enso’s purchasers Stora Enso is well organised for purchasing but the centrally coordinated cross-functional teams are not working as well as they could. The internal coordination has improved lately but the central purchasing unit’s mission to optimise for Stora Enso as a whole often creates tension within the organisation, as a result of the mills being profit centres. The internal communication is not efficient, and the suppliers are strengthening their bonds with the mills by taking over the responsibility for certain information flows. The central purchasing unit and the cross-functional teams have the responsibility but not the authority to carry out their task of identifying and reducing the Total Business Cost. Stora Enso is an attractive customer for their suppliers, mainly because of the big volumes they represent. The current negotiation strategies are not advantageous for the introduction of collaborative supplier relations but other factors in the relation between the suppliers and Stora Enso speak strongly in favour for such a strategic change. When it comes to professionalism and business moral the suppliers give the central purchasing unit a very positive evaluation.