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A gestão de conflito como pilar estruturante de uma comunidade de aprendizagem
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| 3.54 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório nasce de um de um trabalho de investigação, desenvolvido ao longo de um estágio curricular, inserido no mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino
Básico. O mesmo procura aprofundar como a gestão de conflitos pode ser estruturante numa comunidade de aprendizagem, neste caso, do 4º ano do ensino básico.
Desta forma, o objetivo que direcionou toda a investigação prevê a análise de momentos e
processos envolvidos na gestão de conflitos, no contexto de estágio. Considerando esta direcção, o
estudo tem como sustento as seguintes questões de investigação: “Quais são as principais etapas
envolvidas na gestão de conflitos?”, “Qual o papel dos alunos e da professora na gestão de conflitos?” e “Quais os benefícios percebidos pelos alunos e pela professora decorrentes do processo de
gestão de conflitos?”.
Para a elaboração da investigação, recorreu-se à metodologia qualitativa, sustentada pela
observação, nomeadamente notas de campo de registo livre, e entrevistas realizadas tanto a crianças
como a adultas. Para a escolha dos entrevistados, recorreu-se a uma conversa e votação entre o grupo, onde se escolheram nove crianças e três professoras que acompanharam de perto o crescimento
do grupo.
Este trabalho de investigação permitiu a reflexão e conhecimento mais aprofundados das
práticas de gestão de conflitos do grupo, a par da perceção das crianças e professoras sobre este
pilar estruturante para o desenvolvimento e aprendizagem da comunidade de aprendizagem. Com
este, percebi como o diálogo, uma estrutura sólida e consistente e princípios cooperativos e democráticos foram chaves para que a gestão de conflito se tornasse então, para este grupo, um pilar estruturante.
The current report arises from a research work, developed throughout a curricular internship, included in the master's degree in Pre-School Education and Primary Education. It seeks to delve deeper into how conflict mediation can be structuring in a learning community, in this case, in the 4th year of elementary school. Thus, the objective that guided the entire research foresees the analysis of moments and processes involved in conflict mediation, in the context of the internship. Considering this direction, the study is supported by the following research questions: “What are the main steps involved in conflict mediation?”, “What is the role of students and the teacher in conflict mediation?” and “What are the benefits perceived by the students and the teacher resulting from the conflict mediation process?”. To prepare the research, qualitative methodology was used, supported by observation, in particular free-recording field notes, and interviews carried out with both children and adults. To choose the interviewees, a conversation and vote among the group was used, where nine children and three teachers were chosen who closely followed the group's growth. This research work allowed for deeper reflection and knowledge of the group's conflict management practices, together with the children's and teachers's perception of this structuring pillar for the development and learning of the learning community. With this, I realized how dialogue, a solid and consistent structure and cooperative and democratic principles were keys for conflict mediation to become, for this group, a structuring pillar.
The current report arises from a research work, developed throughout a curricular internship, included in the master's degree in Pre-School Education and Primary Education. It seeks to delve deeper into how conflict mediation can be structuring in a learning community, in this case, in the 4th year of elementary school. Thus, the objective that guided the entire research foresees the analysis of moments and processes involved in conflict mediation, in the context of the internship. Considering this direction, the study is supported by the following research questions: “What are the main steps involved in conflict mediation?”, “What is the role of students and the teacher in conflict mediation?” and “What are the benefits perceived by the students and the teacher resulting from the conflict mediation process?”. To prepare the research, qualitative methodology was used, supported by observation, in particular free-recording field notes, and interviews carried out with both children and adults. To choose the interviewees, a conversation and vote among the group was used, where nine children and three teachers were chosen who closely followed the group's growth. This research work allowed for deeper reflection and knowledge of the group's conflict management practices, together with the children's and teachers's perception of this structuring pillar for the development and learning of the learning community. With this, I realized how dialogue, a solid and consistent structure and cooperative and democratic principles were keys for conflict mediation to become, for this group, a structuring pillar.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo
de Ensino Básico
Keywords
Gestão de conflitos Comunidade de aprendizagem Paz Cooperação Diálogo