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Papel do educador de infância na gestão de conflitos entre crianças em educação pré-escolar
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Authors
Advisor(s)
Abstract(s)
O presente relatório apresenta um estudo sobre o papel do educador de infância
na mediação e gestão de conflitos entre crianças em contexto de educação pré-escolar. A
investigação foi realizada numa sala de educação pré-escolar de um estabelecimento
educativo cuja missão é promover a igualdade de direitos e deveres para todos os
envolvidos. O estudo contou com a colaboração da educadora cooperante e com a
participação de um grupo crianças com idades entre 4 e 5 anos.
O interesse pelo tema surgiu no âmbito da Área de Conteúdo da Formação Pessoal
e Social (OCEPE), levando à reflexão sobre intervenções que promovam um ambiente de
respeito mútuo entre as crianças. A escolha do tema reflete a importância de estratégias
educativas que favoreçam o desenvolvimento social e pessoal, proporcionando às
crianças um espaço onde possam sentir-se ouvidas e respeitadas nos seus conflitos
interpessoais.
Tendo como base uma metodologia de investigação do tipo qualitativo, seguiu-se
as suas características e, como instrumentos de recolha de dados, foi usada a observação,
notas de campo e uma entrevista à educadora cooperante, sobre o seu papel na gestão de
conflitos entre crianças em educação pré-escolar.
A articulação entre os dados e o suporte teórico permitiu uma análise aprofundada
sobre a temática, proporcionando respostas às questões de investigação. Destacou-se a
importância de promover a autonomia das crianças e de valorizar o seu protagonismo no
próprio processo de aprendizagem. Constatou-se que o educador de infância, ao intervir
diante de conflitos, adota um papel mediador - seja de modo direto ou indireto -, com o
objetivo de garantir que todos se sintam respeitados e de incentivar progressivamente a
autogestão dos conflitos pelas próprias crianças, promovendo, assim, a sua autonomia e
competência social.
ABSTRACT: This report presents of a study on the role of the preschool educator in mediating and managing conflicts between children in the context of preschool education. The investigation was carried out in a preschool classroom of an educational establishment whose mission is to promote equal rights and duties for everyone involved. The study involves the collaboration of the cooperating educator and the participation of a group of children aged between 4 and 5 years old Interest in the topic arose within the scope of the Área de Conteúdo da Formação Pessoal e Social (OCEPE), leading to reflection on interventions that promote an environment of mutual respect among children. The choice of theme reflects the importance of educational strategies that promote social and personal development, providing children with a space where they can feel heard and respected in their interpersonal conflicts. Based on a qualitative research methodology, its characteristics were followed and, as data collection instruments, observation, field notes and an interview with the cooperating educator were used, about her role in managing conflicts between children in pre-school education. The articulation between data and theoretical support allowed an in-depth analysis of the topic, providing answers to research questions. The importance of promoting children's autonomy and valuing their role in the learning process itself was highlighted. It was found that the preschool educator, when intervening in conflicts, adopts a mediating role - whether directly or indirectly -, with the aim of ensuring that everyone feels respected and progressively encouraging self-management of conflicts by the children themselves, thus promoting their autonomy and social competence.
ABSTRACT: This report presents of a study on the role of the preschool educator in mediating and managing conflicts between children in the context of preschool education. The investigation was carried out in a preschool classroom of an educational establishment whose mission is to promote equal rights and duties for everyone involved. The study involves the collaboration of the cooperating educator and the participation of a group of children aged between 4 and 5 years old Interest in the topic arose within the scope of the Área de Conteúdo da Formação Pessoal e Social (OCEPE), leading to reflection on interventions that promote an environment of mutual respect among children. The choice of theme reflects the importance of educational strategies that promote social and personal development, providing children with a space where they can feel heard and respected in their interpersonal conflicts. Based on a qualitative research methodology, its characteristics were followed and, as data collection instruments, observation, field notes and an interview with the cooperating educator were used, about her role in managing conflicts between children in pre-school education. The articulation between data and theoretical support allowed an in-depth analysis of the topic, providing answers to research questions. The importance of promoting children's autonomy and valuing their role in the learning process itself was highlighted. It was found that the preschool educator, when intervening in conflicts, adopts a mediating role - whether directly or indirectly -, with the aim of ensuring that everyone feels respected and progressively encouraging self-management of conflicts by the children themselves, thus promoting their autonomy and social competence.
Description
Relatório da Prática de Ensino
apresentado no ISPA – Instituto Universitário para
obtenção de grau de Mestre em Educação Pré-Escolar,
Keywords
Educação pré-escolar Gestão de conflitos Estratégias de resolução de conflitos Papel do educador Preschool education Conflict management Conflict resolution strategies Educator’s role