Loading...
Publication
Gerir conflitos em Educação Pré-Escolar:O contributo e os desafios do educador de infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.34 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O conflito interpessoal é um aspeto presente na vida do ser humano desde muito cedo, é inevitável e resulta das constantes interações com os outros. Uma vez que as crianças em contexto de idade pré-escolar ainda não têm capacidade para gerir os conflitos, devido ao estádio de desenvolvimento em que se encontram, é importante que os educadores tenham a capacidade de encarar e aproveitar os conflitos como uma oportunidade de aprendizagem e desenvolvimento para a criança.
O interesse por conhecer o papel e a intervenção do educador em situações de conflito assim como as abordagens dos educadores de infância para promover a autonomia das crianças, culminou na realização de um estudo qualitativo exploratório. Para atingir os objetivos propostos, optou-se pela realização de entrevistas semidiretivas a seis educadoras de infância, que exercem a sua prática profissional em contexto de Educação Pré-Escolar, em duas Instituições Particulares de Solidariedade Social situadas no distrito de Lisboa.
Os testemunhos das educadoras de infância foram analisados através de análise de conteúdo. Para a categorização recorreu-se ao software MAXQDA (Qualitative and Mixed Methods Data Analysis, versão 12.3.1- demo), por forma a facilitar a interpretação dos dados recolhidos.
A experiência académica e profissional e perspetivas das participantes remeteram para abordagens diversificadas, que vão desde a promoção do diálogo até à realização de atividades e jogos em grupo; para o envolvimento de diferentes intervenientes, que passa pelas famílias e outros atores educativos, como o porteiro; bem como para diferentes formas de manifestação do desenvolvimento da autonomia das crianças, que vão desde a partilha de objetos/brinquedos até à iniciativa em resolver autonomamente as situações conflituais.
Interpersonal conflict is an aspect present in the life of the human being from an early age, it is inevitable and results from constant interactions with others. Since children in pre-school contexts do not yet have the capacity to manage conflict due to their stage of development, it is important that educators have the ability to view and seize conflicts as a learning opportunity and development for the child. The interest in knowing the role and intervention of the educator in situations of conflict as well as the approaches of the educators of childhood to promote the autonomy of the children, culminated in the accomplishment of a qualitative exploratory study. In order to reach the proposed objectives, it was decided to conduct semi-directives interviews with six kindergarten teachers, who practice their professional practice in the context of Pre-School Education, in two Private Institutions of Social Solidarity located in the district of Lisbon. The testimonies of the educators of childhood were analyzed through content analysis. For the categorization, MAXQDA software (Qualitative and Mixed Methods Data Analysis, version 12.3.1-demo) was used in order to facilitate the interpretation of the collected data. The academic and professional experience and perspectives of the participants referred to diverse approaches, ranging from the promotion of dialogue to group activities and games; For the involvement of different stakeholders, which goes through families and other educational actors, such as the doorman; As well as for different forms of manifestation of the development of children's autonomy, ranging from the sharing of objects / toys to the initiative in solving conflict situations autonomously.
Interpersonal conflict is an aspect present in the life of the human being from an early age, it is inevitable and results from constant interactions with others. Since children in pre-school contexts do not yet have the capacity to manage conflict due to their stage of development, it is important that educators have the ability to view and seize conflicts as a learning opportunity and development for the child. The interest in knowing the role and intervention of the educator in situations of conflict as well as the approaches of the educators of childhood to promote the autonomy of the children, culminated in the accomplishment of a qualitative exploratory study. In order to reach the proposed objectives, it was decided to conduct semi-directives interviews with six kindergarten teachers, who practice their professional practice in the context of Pre-School Education, in two Private Institutions of Social Solidarity located in the district of Lisbon. The testimonies of the educators of childhood were analyzed through content analysis. For the categorization, MAXQDA software (Qualitative and Mixed Methods Data Analysis, version 12.3.1-demo) was used in order to facilitate the interpretation of the collected data. The academic and professional experience and perspectives of the participants referred to diverse approaches, ranging from the promotion of dialogue to group activities and games; For the involvement of different stakeholders, which goes through families and other educational actors, such as the doorman; As well as for different forms of manifestation of the development of children's autonomy, ranging from the sharing of objects / toys to the initiative in solving conflict situations autonomously.
Description
Keywords
Gestão de conflitos Educação Pré-Escolar educadores de infância conflitos interpessoais Conflict management Pre-School Education childhood educators interpersonal conflicts.