83 © Springer Nature Switzerland AG 2020 R. A. G. Vilela et al. (eds.), Collaborative Development for the Prevention of Occupational Accidents and Diseases, https://doi.org/10.1007/978-3-030-24420-0_6 Chapter 6 Confict in a Formative Intervention at a Public School: Lessons for Researcher-Interventionists Amanda Aparecida Silva-Macaia, Marco Antonio Pereira Querol, Frida Marina Fischer, and Rodolfo Andrade de Gouveia Vilela 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’ learn- ing. We also discuss conficts 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. 6.1 Brazilian Educational System and Context of Intervention A common characteristic of educational systems since the 1990s in Latin America, including Brazil, is the development of policies to promote social justice based on principles of effcacy proper to the capitalist production model (Oliveira 2007). Different from simultaneous developments in Europe and North America in the same period, the quest for social justice in Latin America was based on expanding education—the actions initially implemented to democratize the access to education precisely targeted mass expansion. A. A. Silva-Macaia (*) · F. M. Fischer · R. A. G. Vilela Department of Environmental Health, School of Public Health, University of São Paulo, São Paulo, SP, Brazil e-mail:as.amanda@gmail.com M. A. P. Querol Department of Agronomic Engineering, Federal University of Sergipe, São Cristóvão, SE, Brazil