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Publication
Relatório final da prática de ensino supervisionada
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.15 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O presente estudo tem como principal objetivo compreender as representações de
vários agentes educativos sobre qual o papel da relação de afetividade estabelecida pelo
educador de infância com as crianças na resolução de conflitos na educação pré-escolar,
sendo que, este tema são diariamente vivenciados por todos apresentando um papel
fundamental e determinante ao longo da vida de cada um.
Para este estudo de caráter qualitativo foram realizadas entrevistas
semiestruturadas, realizadas, a seis educadoras, a um técnico e a uma psicóloga.
A afetividade é explicada neste estudo através de palavras como carinho, confiança
e afeto, sendo que os educadores consideram que a mesma é a base da relação. Já
segundo o técnico ainda que partilhe da mesma opinião, não considera que as escolas
ofereçam a devida importância aos afetos. Quanto à psicóloga a mesma considera que
existe uma maior preocupação com a dimensão afetiva, por parte das escolas
principalmente no ensino pré-escolar e à medida que o nível vai aumentando estas vão
dando maior destaque e prioridade ao aproveitamento escolar.
Já no que respeita ao conflito e às formas de resolução do mesmo, todos os
entrevistados concordam que o diálogo é a estratégia mais eficaz e facilitadora da
resolução do conflito, compreendendo que este por vezes pode verificar-se como sendo
negativo para a criança quando conduz a alguma sensação de mau estar, mas por vezes
quando ultrapassado, pode ser positivo para a criança, transmitindo uma sensação de
maturidade e confiança para a mesma.
Desta forma, as conceções dos entrevistados foram mais ou menos as esperadas e
tiveram um grande contributo para a análise deste tema.
This study aimed to understand the representations of several educational agents about the role of affectivity relationship established between the kindergarten teacher and children’s in conflict resolution in pre-school education, being this theme daily experienced by all, presenting a fundamental and decisive role throughout the life of each one. For this qualitative study, semi-structured interviews were conducted, to six teachers, a technician and a psychologist. In this study, affection is explained by words like endearment, trust and affection, being this, the basis of the relationship in teacher’s opinion. According to the technician despite having the same opinion, does not consider that schools offer importance to the affections. The psychologist considers that there is a greater concern with the affective dimension, in schools mainly in the pre-school and as the level increases these will give greater prominence and priority to academic success. However, concerning to conflict and the ways of solving it, all interviewed agree that dialogue is the most effective strategy to conflict resolution, recognizing that this can sometimes be seen as negative for children when it leads to some discomfort, but sometimes when exceeded, can be positive for the child, transmitting a sense of maturity and confidence to it. Thus, the views of respondents were more or less expected and had a great contribution to the analysis of this topic.
This study aimed to understand the representations of several educational agents about the role of affectivity relationship established between the kindergarten teacher and children’s in conflict resolution in pre-school education, being this theme daily experienced by all, presenting a fundamental and decisive role throughout the life of each one. For this qualitative study, semi-structured interviews were conducted, to six teachers, a technician and a psychologist. In this study, affection is explained by words like endearment, trust and affection, being this, the basis of the relationship in teacher’s opinion. According to the technician despite having the same opinion, does not consider that schools offer importance to the affections. The psychologist considers that there is a greater concern with the affective dimension, in schools mainly in the pre-school and as the level increases these will give greater prominence and priority to academic success. However, concerning to conflict and the ways of solving it, all interviewed agree that dialogue is the most effective strategy to conflict resolution, recognizing that this can sometimes be seen as negative for children when it leads to some discomfort, but sometimes when exceeded, can be positive for the child, transmitting a sense of maturity and confidence to it. Thus, the views of respondents were more or less expected and had a great contribution to the analysis of this topic.
Description
Keywords
Afetividade Conflito Gestão de conflitos Relação Adulto-criança Affection Conflict Conflict management Adult-Children Relationship