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A gestão de conflitos nas escolas: Diferentes estratégias e medidas de intervenção
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Abstract(s)
Este relatório foi realizado com o objetivo de conhecer as conceções de professores relativamente à existência e gestão dos conflitos em meio escolar.
Este estudo foi assente numa investigação qualitativa, onde foram definidos alguns objetivos de forma a melhor compreender a temática em questão. Estes objetivos são: (i) compreender a origem dos conflitos em contexto escolar; (ii) entender que tipo de conflitos são mais frequentes; (iii) quais as estratégias a serem tomadas no âmbito da resolução de conflitos; (iv) qual o papel do professor nesta problemática. Juntamente com ostes objetivos foram formuladas algumas questões centrais que visavam responder aos objetivos atrás dispostos, sendo estas: a) Quais as causas dos conflitos?; b) De que forma se pode prevenir o conflito?; c) Que estratégias adotar na resolução de conflitos?; d) Quais os principais intervenientes na resolução de conflitos?; e) Qual o papel do professor na implementação de soluções para os conflitos existentes entre os alunos?
Tendo como objetivo responder a estas questões, foi então elaborada uma pesquisa teórica relativa à temática em questão, assim como entrevistas a docentes e outros profissionais da escola, para compreendermos como esta temática é abordada na prática.
Por último, após a análise e avaliação dos dados obtidos através das entrevistas, pudemos então concluir que os conflitos estão presentes no dia-a-dia dos professores e uma boa gestão dos mesmos tornará a aula mais calma, melhorando assim o processo de ensino-aprendizagem das crianças.
Existem as mais variadas estratégias que podem ser adequadas ao tipo de conflito que decorre, estratégias essas conhecidas pela maioria dos docentes entrevistados. No entanto quando esses docentes não atuam da forma mais correta, ou não sabem como agir, a probabilidade de haver uma sala de aula mais problemática torna-se mais elevada.
This report has been made to access the professor’s awareness to the existence of school conflicts and their experience handling them. The study was based on a qualitative investigation, with defined objectives, to better understand the subject of this thesis. The objectives are: (i) comprehend the origins of school conflicts; (ii) understand which conflicts are the most common; (iii) which strategies are more effective in solving this type of conflict; (iv) what is the professor role in this issue. A set of vital questions were formulated to assist in the answers to the objectives mentioned above as such: ah) what causes the conflicts?; b) how to prevent the conflict?; c) what strategies to adopt in solving conflicts?; d) who are the main participants in a conflict situation?; e) what is the professor role in the implementation of solutions to ongoing conflicts between students? In order to find answers to these questions, a related theorical research was elaborated, as well as interviews with professors and school assistants, to understand how professional in the field acts in this kind of situations. Finally, after the analysis and evaluation of the data gathered through the interviews, we can conclude that conflicts are present in a day-to-day basis in a professor’s professional life, and a good management will make the classroom quieter and improves the learning process of the students. There are a multitude of different strategies to prevent conflicts, and they are commonly known by the school staff. Although when the staff doesn’t act as intended, or they don´t know how to, there is a higher probability of a more problematic classroom.
This report has been made to access the professor’s awareness to the existence of school conflicts and their experience handling them. The study was based on a qualitative investigation, with defined objectives, to better understand the subject of this thesis. The objectives are: (i) comprehend the origins of school conflicts; (ii) understand which conflicts are the most common; (iii) which strategies are more effective in solving this type of conflict; (iv) what is the professor role in this issue. A set of vital questions were formulated to assist in the answers to the objectives mentioned above as such: ah) what causes the conflicts?; b) how to prevent the conflict?; c) what strategies to adopt in solving conflicts?; d) who are the main participants in a conflict situation?; e) what is the professor role in the implementation of solutions to ongoing conflicts between students? In order to find answers to these questions, a related theorical research was elaborated, as well as interviews with professors and school assistants, to understand how professional in the field acts in this kind of situations. Finally, after the analysis and evaluation of the data gathered through the interviews, we can conclude that conflicts are present in a day-to-day basis in a professor’s professional life, and a good management will make the classroom quieter and improves the learning process of the students. There are a multitude of different strategies to prevent conflicts, and they are commonly known by the school staff. Although when the staff doesn’t act as intended, or they don´t know how to, there is a higher probability of a more problematic classroom.
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Keywords
Gestão de conflitos mediação família diversidade indisciplina conflict management mediation family diversity indiscipline