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Abstract(s)
O presente relatório insere-se no âmbito da Prática de Ensino Supervisionada (PES), realizada no 1.º e 2.º Ciclo do Ensino Básico, em duas instituições públicas situadas nos concelhos de Sintra e da Amadora, entre janeiro e maio de 2024. A prática envolveu turmas do 2.º e 6.º anos de escolaridade, respetivamente. A investigação emergiu da análise das dinâmicas relacionais observadas em sala de aula, com foco nos comportamentos conflituosos, que se mostraram mais visíveis e recorrentes no 1.º Ciclo. Esta constatação levou à decisão de centrar a pesquisa neste ciclo, a fim de compreender melhor as características e implicações desses conflitos neste nível de ensino. O estudo teve como objetivos principais caracterizar os tipos de conflito mais frequentes entre os alunos em sala de aula, identificar os fatores que motivam esses conflitos, analisar o papel do professor e dos próprios alunos na gestão de conflitos, e identificar as práticas pedagógicas que possam promover o desenvolvimento da autonomia das crianças na resolução de conflitos. A pesquisa seguiu uma abordagem qualitativa, exploratória e descritiva, com uma combinação de métodos dedutivo e
indutivo. O método dedutivo permitiu partir de conceitos teóricos sobre conflitos escolares, enquanto o método indutivo facilitou a análise das evidências empíricas observadas no contexto escolar. As técnicas de recolha de dados utilizadas foram a observação direta (participante e não participante), análise documental (registos disciplinares e relatórios escolares) e entrevistas semiestruturadas a docentes e técnicos de ação educativa. A análise de conteúdo dos dados permitiu identificar categorias temáticas relacionadas com os conflitos escolares, como o desrespeito pelas normas, dificuldades na gestão emocional e falhas na comunicação interpessoal, que se revelaram fatores determinantes na perpetuação dos comportamentos conflituosos. Os resultados obtidos mostram que os conflitos entre alunos estão frequentemente associados à falta de competências socioemocionais, à incapacidade de lidar com a frustração e à ausência de rotinas consistentes de convivência. Além disso, observaramse um conjunto de estratégias pedagógicas que promovem a comunicação empática, a responsabilização e o trabalho colaborativo, tendo sido eficazes na diminuição dos comportamentos desajustados, contribuindo para a melhoria das relações interpessoais e o desenvolvimento de competências sociais e emocionais. O estudo sublinha a importância de uma intervenção pedagógica contínua e estruturada, centrada na mediação de conflitos e na promoção de um clima escolar positivo. Conclui-se que a mediação escolar e a educação emocional são fundamentais para criar um ambiente de respeito, inclusão e convivência pacífica nas escolas, sendo imprescindível a formação contínua dos docentes e uma colaboração estreita entre escola e família.
This report is part of the Supervised Teaching Practice (STP), conducted in the 1st and 2nd Cycles of Basic Education, in two public institutions located in the municipalities of Sintra and Amadora, between January and May 2024. The practice involved 2nd and 6th-grade classes, respectively. The research emerged from the analysis of relational dynamics observed in the classroom, with a focus on conflictive behaviors, which were more visible and frequent in the 1st Cycle. This finding led to the decision to center the research on this cycle in order to better understand the characteristics and implications of these conflicts at this level of education. The main objectives of the study were to characterize the most frequent types of conflict between students in the classroom, identify the factors that motivate these conflicts, analyze the role of the teacher and the students themselves in conflict management, and identify pedagogical practices that can promote the development of children's autonomy in conflict resolution. The research followed a qualitative, exploratory, and descriptive approach, combining both deductive and inductive methods. The deductive method allowed for the use of theoretical concepts on school conflicts, while the inductive method facilitated the analysis of empirical evidence observed in the school context. The data collection techniques used were direct observation (both participant and non-participant), document analysis (disciplinary records and school reports), and semistructured interviews with teachers and educational action technicians. The data analysis was conducted using content analysis, which helped identify thematic categories related to school conflicts, such as disrespect for rules, difficulties in emotional regulation, and communication failures, which were found to be key factors in the perpetuation of conflictive behaviors. The results showed that conflicts among students are often linked to a lack of socioemotional skills, the inability to manage frustration, and the absence of consistent routines for social interaction. Additionally, pedagogical strategies promoting empathetic communication, accountability, and collaborative work proved effective in reducing inappropriate behaviors, contributing to the improvement of interpersonal relationships and the development of social and emotional skills. The study emphasizes the importance of continuous and structured pedagogical intervention, focused on conflict mediation and fostering a positive school climate. It concludes that school mediation and emotional education are essential for creating an environment of respect, inclusion, and peaceful coexistence in schools, with the need for ongoing teacher training and close collaboration between school and family.
This report is part of the Supervised Teaching Practice (STP), conducted in the 1st and 2nd Cycles of Basic Education, in two public institutions located in the municipalities of Sintra and Amadora, between January and May 2024. The practice involved 2nd and 6th-grade classes, respectively. The research emerged from the analysis of relational dynamics observed in the classroom, with a focus on conflictive behaviors, which were more visible and frequent in the 1st Cycle. This finding led to the decision to center the research on this cycle in order to better understand the characteristics and implications of these conflicts at this level of education. The main objectives of the study were to characterize the most frequent types of conflict between students in the classroom, identify the factors that motivate these conflicts, analyze the role of the teacher and the students themselves in conflict management, and identify pedagogical practices that can promote the development of children's autonomy in conflict resolution. The research followed a qualitative, exploratory, and descriptive approach, combining both deductive and inductive methods. The deductive method allowed for the use of theoretical concepts on school conflicts, while the inductive method facilitated the analysis of empirical evidence observed in the school context. The data collection techniques used were direct observation (both participant and non-participant), document analysis (disciplinary records and school reports), and semistructured interviews with teachers and educational action technicians. The data analysis was conducted using content analysis, which helped identify thematic categories related to school conflicts, such as disrespect for rules, difficulties in emotional regulation, and communication failures, which were found to be key factors in the perpetuation of conflictive behaviors. The results showed that conflicts among students are often linked to a lack of socioemotional skills, the inability to manage frustration, and the absence of consistent routines for social interaction. Additionally, pedagogical strategies promoting empathetic communication, accountability, and collaborative work proved effective in reducing inappropriate behaviors, contributing to the improvement of interpersonal relationships and the development of social and emotional skills. The study emphasizes the importance of continuous and structured pedagogical intervention, focused on conflict mediation and fostering a positive school climate. It concludes that school mediation and emotional education are essential for creating an environment of respect, inclusion, and peaceful coexistence in schools, with the need for ongoing teacher training and close collaboration between school and family.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Gestão de conflitos Ambiente escolar Relações interpessoais Desenvolvimento socioemocional Inclusão educativa Conflict management School environment Interpersonal relationships Socio-emotional development Educational inclusion
Pedagogical Context
Citation
Loureiro, S. R. A. (2025). Gestão de conflitos no ensino básico: desafios, estratégias e práticas de mediação numa turma de 1.º Ciclo [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22291