The possible moral education: the conflict as a strategy for the autonomy is a follow-up study, carried out with 15 considered as easy/difficult children, firstly with 5 years old at pre-school and latter on with 11 years old at basic education school (different teachers). The purpose is to analyze teacher s conception about autonomy and its strategy, focusing the concept of easy/difficult, regarding gender, social/individual behavior and school abilities. It was assumed that conflict, mainly on difficult children, is a propelling factor for the construction of the moral self. Presently, the fifteen children have been studying in public schools (municipal or state ones) at basic education level, in the Niteroi city. It was concluded that the majority of the teachers at both levels (pre-school and basic school) see autonomy as ability to act by himself, considering the dialogue as main strategy. The teachers of basic school, when referring to his pre-adolescent pupils, see them as learning subject, forgetting the complex of people relations. However, children were not considered as difficult for lacking of learning capacity, but for an incompatible behavior faced to a good learning progress.