Abstract
The present chapter describes an intervention conducted at an elementary school in the São Paulo Metropolitan Area, Brazil. According to the occupational health and safety service and the Municipal Secretariat of Education, the demand for a Change Laboratory (CL) was triggered by disturbances in the school routine and teacher sickness absenteeism. These disturbances interfered with the students’ learning. We also discuss conflicts and challenges which developed along the CL and eventually led to its discontinuation. We emphasize innovative actions implemented by the interventionists to solve the problems and continue the process of change. Final comments and suggestions address the researchers’ learning process.
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Silva-Macaia, A.A., Querol, M.A.P., Fischer, F.M., Vilela, R.A.d.G. (2020). Conflict in a Formative Intervention at a Public School: Lessons for Researcher-Interventionists. In: Vilela, R., Pereira Querol, M., Beltran Hurtado, S., Cerveny, G., Lopes, M. (eds) Collaborative Development for the Prevention of Occupational Accidents and Diseases. Springer, Cham. https://doi.org/10.1007/978-3-030-24420-0_6
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