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Gestão de conflitos na Educação pré-escolar - Um estudo com Educadoras de Infância
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Abstract(s)
O estudo em questão foi desenvolvido como parte do relatório final de Mestrado
em Educação Pré-escolar e tem como objetivo investigar os métodos e estratégias
utilizadas pelos educadores de infância na gestão de conflitos. O estudo visa identificar
as melhores práticas para ajudar as crianças a resolver conflitos de forma autónoma. Além
disso, explora-se o conceito de conflito, suas origens e as formas de mediação no contexto
da educação infantil, destacando a importância do desenvolvimento socioemocional das
crianças, essencial para a regulação de emoções. Optou-se por uma investigação do
âmbito qualitativo onde o instrumento de recolha de dados foi uma entrevista
semiestruturada realizada a dez educadoras de infância. Foi realizada uma análise
temática dos dados apurados, sendo a informação organizada em quatro temas principais:
1. Ação da criança e da educadora; 2. Perceções sobre conflitos; 3. Métodos e estratégias
de resolução de conflitos; 4. Aprendizagem socioemocional e desenvolvimento
profissional. O estudo permitiu constatar a importância do diálogo e da relação
pedagógica entre a educadora e as crianças como promotora de uma boa gestão de
conflitos, bem como a necessidade de formação e desenvolvimento profissional nesta
temática por parte das educadoras.
This study was developed as part of the final report for the Master’s Degree in Preschool Education and aims to investigate the methods and strategies used by early childhood educators in conflict management. The study seeks to identify best practices to help children resolve conflicts autonomously. Additionally, it explores the concept of conflict, its origins, and mediation strategies within the context of early childhood education, highlighting the importance of children’s socio-emotional development, which is essential for emotion regulation. A qualitative research approach was chosen, using semistructured interviews conducted with ten early childhood educators as the data collection instrument. A thematic analysis of the collected data was carried out, with the information organized into four main themes: 1. Actions of the child and the educator; 2. Perceptions about conflicts; 3. Methods and strategies for conflict resolution; 4. Socio-emotional learning and professional development. The study emphasized the importance of dialogue and the pedagogical relationship between the educator and the children in fostering effective conflict management, as well as the need for professional training and development in this area for educators.
This study was developed as part of the final report for the Master’s Degree in Preschool Education and aims to investigate the methods and strategies used by early childhood educators in conflict management. The study seeks to identify best practices to help children resolve conflicts autonomously. Additionally, it explores the concept of conflict, its origins, and mediation strategies within the context of early childhood education, highlighting the importance of children’s socio-emotional development, which is essential for emotion regulation. A qualitative research approach was chosen, using semistructured interviews conducted with ten early childhood educators as the data collection instrument. A thematic analysis of the collected data was carried out, with the information organized into four main themes: 1. Actions of the child and the educator; 2. Perceptions about conflicts; 3. Methods and strategies for conflict resolution; 4. Socio-emotional learning and professional development. The study emphasized the importance of dialogue and the pedagogical relationship between the educator and the children in fostering effective conflict management, as well as the need for professional training and development in this area for educators.