Loading...
Publication
A gestão de conflitos na formação pessoal e social em jardim-de-Infância
Advisor(s)
Abstract(s)
É objetivo deste relatório analisar, fundamentar e refletir, criticamente, acerca do trabalho realizado durante a Prática de Ensino Supervisionada (PES) desenvolvida no contexto de Jardim-de-Infância, com crianças dos três aos seis anos.
Este relatório aborda a temática da gestão de conflitos por parte do educador e o seu papel no desenvolvimento pessoal e social da criança e do grupo. Do processo de intervenção surgiu o tema de investigação, a partir das observações das interações entre crianças e entre adultos e crianças, bem como das estratégias de resolução de conflitos utilizadas pela educadora cooperante e pelas crianças. Desta forma, pude identificar as necessidades e os interesses das crianças com o objetivo de planificar e implementar atividades adequadas e que, de alguma forma, pudessem diminuir a ocorrência de conflitos e melhorar a convivência entre as crianças no grupo.
A revisão de literatura centra-se sobretudo na dicotomia educação participante versus educação transmissiva considerando autores como Folque, Niza, Katz e Jares, entre outros.
As opções metodológicas pautam-se pela perspetiva qualitativa, utilizando a observação não participante e participante, complementada pelo questionário realizado à educadora cooperante e por um conjunto de categorias que classificam a intervenção face ao conflito e à formação pessoal e social da criança. A prática desenvolvida no terreno permitiu, juntamente com a fundamentação teórica, a análise a partir das categorias utilizadas.
Considerando os contextos transmissivos em educação pré-escolar, conclui-se, pelo desenvolvimento pedagógico das práticas participativas, o interesse e a motivação das crianças em participar nas atividades e projetos realizados e compartilhados por estas. A ocorrência de conflitos tenderá então a ser vista como uma parte integrante do processo de desenvolvimento da criança, tornando-a responsável pelo mesmo.
The objective of this report is to analyze, support and reflect critically on the work done during the Supervised Teaching Practice (STP) developed in the kindergarten context, with children aged three to six years old. This report addresses the subject of conflict management by the kindergarten teacher and his role in personal and social development of the child and the group. The intervention process research theme emerged from the observation of interactions between children and between children and adults, as well as conflict resolution strategies used by the kindergarten teacher and the children. In this way, I was able to identify the children’s needs and interests in order to plan and implement appropriate activities and with that, somehow, reduce the conflict occurrence and improve coexistence among children in the group. The literature review focuses mainly on the dichotomy of participant education versus transmissive education, considering authors such as Folque, Niza, Katz and Jares, among others. The methodological options are characterized by a qualitative perspective, using non-participant and participant observation, complemented by the questionnaire carried out to the kindergarten teacher and by a set of categories that classify intervention in the face of conflict, and on personal and social training. The practice developed in the field, together with the theoretical foundation, allowed the analysis from the categories used. Considering the transmissive contexts in pre-school education, the development of pedagogical participant practices states children’s interest and motivation in being part of the activities and projects build and shared by them. The conflict occurrences will then tend to be seen as part of the child's development process, by giving her the leadership.
The objective of this report is to analyze, support and reflect critically on the work done during the Supervised Teaching Practice (STP) developed in the kindergarten context, with children aged three to six years old. This report addresses the subject of conflict management by the kindergarten teacher and his role in personal and social development of the child and the group. The intervention process research theme emerged from the observation of interactions between children and between children and adults, as well as conflict resolution strategies used by the kindergarten teacher and the children. In this way, I was able to identify the children’s needs and interests in order to plan and implement appropriate activities and with that, somehow, reduce the conflict occurrence and improve coexistence among children in the group. The literature review focuses mainly on the dichotomy of participant education versus transmissive education, considering authors such as Folque, Niza, Katz and Jares, among others. The methodological options are characterized by a qualitative perspective, using non-participant and participant observation, complemented by the questionnaire carried out to the kindergarten teacher and by a set of categories that classify intervention in the face of conflict, and on personal and social training. The practice developed in the field, together with the theoretical foundation, allowed the analysis from the categories used. Considering the transmissive contexts in pre-school education, the development of pedagogical participant practices states children’s interest and motivation in being part of the activities and projects build and shared by them. The conflict occurrences will then tend to be seen as part of the child's development process, by giving her the leadership.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Gestão de conflitos Formação pessoal e social Relação entre pares Intervenção pedagógica Educação pré-escolar.p Conflict management Personal and social training Relationship between peers