The aggressiveness in childhood has been presented as a recurrent complaint by
parents and teachers, which introduces a worrying scenario in that the identification
of the child and his family as primary responsibility is still sharp. This study present a
childhood aggression initial understanding from the Person-Centered Approach, as
like the education proposed in this reference articulating with some complexity theory
principles. Considering that the child recognized as aggressive has been made in a
subjectivity process which significant socially people are involved, this research
through a phenomenological research aimed to check the recognition configuration
from the participants testimonies analysis: the child identified as aggressive, a
colleague, the mother and teacher. The study was done in a selected school from the
mapping by the Centre of Violence in Schools Core-Pa. The results point to: a
subjectivity vision subsidizing the linear link form, the distance used as a teaching
resource to avoid the conflict, the previous manifested aggression denouncing the
student stories and current experience, a relationship between the child condition to
react label and family history, the repercussions of how it is recognized at school in
their learning process. The participants experienced feelings allow us to pay attention
to the condition involvement that includes then, reaffirming the need to seek ways to
promote changes in the student and the school seeing way. This changes must be
introduced from a complex interactive subjectivity human vision, enabling understand
the aggressiveness subjectivity from a scenario that may reveal multiple meanings.
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