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Abstract(s)
O presente relatório de estágio foi elaborado no âmbito da Unidade Curricular (UC) de Prática Profissional Supervisionada - Módulo II (PPSII) que decorreu numa instituição da rede pública no concelho de Lisboa, com um grupo de crianças com idades compreendidas entre os 4 os 6 anos, decorrida entre fevereiro de 2022 e março de 2022. No decorrer do estágio surgiu a problemática que será apresentada e analisada no presente relatório - O papel do educador na gestão de conflitos de conflitos. A investigação encontra-se inserida numa perspetiva da metodologia do estudo de caso que partiu das características identificadas no grupo de crianças e na observação dos conflitos existentes entre si. Neste estudo com o tema das relações sociais pretende-se identificar e compreender a forma como o educador/a intervém perante uma situação de conflito e às estratégias que utiliza para a resolução das mesmas. Para esta investigação, foram utilizadas diferentes técnicas e instrumentos de recolher de dados, tais como a observação direta e indireta, notas de campo, reflexões diárias e semanais, uma entrevista semiestruturada e conversas informais com a educadora cooperante e a consulta de documentos.
A discussão dos dados e a sua análise evidenciou que os conflitos ao contrário da perspetiva negativa que evidenciam, assumem um caráter positivo no processo de desenvolvimento e aprendizagem de cada criança. O educador/a deve promover o diálogo assumindo um papel de mediador permitindo as crianças partilhar as suas emoções, permitindo o desenvolvimento da sua capacidade de autorregulação.
ABSTRACT This internship report was prepared within the scope of the Curricular Unit (UC) of Supervised Professional Practice - Module II (PPSII) which took place in a public institution in the municipality of Lisbon, with a group of children aged between 4 and 6 years, elapsed between February 2022 and March 2022. During the internship, the problem that will be presented and analyzed in this report arose - The role of the educator in the management of conflicts. The investigation is inserted in a perspective of the methodology of the case study that started from the characteristics identified in the group of children and in the observation of the conflicts between them. In this study about social relations, the aim is to identify and understand how the educator intervenes in a conflict situation and the strategies he uses to resolve them. For this investigation, different techniques and data collection instruments were used, such as direct and indirect observation, field notes, daily and weekly reflections, a semi-structured interview and informal conversations with the cooperating educator and consultation of documents. The discussion of the data and its analysis showed that conflicts, contrary to the negative perspective they show, assume a positive character in the development and learning process of each child. The educator must promote dialogue by assuming a mediating role, allowing children to share their emotions, allowing the development of their self-regulation capacity.
ABSTRACT This internship report was prepared within the scope of the Curricular Unit (UC) of Supervised Professional Practice - Module II (PPSII) which took place in a public institution in the municipality of Lisbon, with a group of children aged between 4 and 6 years, elapsed between February 2022 and March 2022. During the internship, the problem that will be presented and analyzed in this report arose - The role of the educator in the management of conflicts. The investigation is inserted in a perspective of the methodology of the case study that started from the characteristics identified in the group of children and in the observation of the conflicts between them. In this study about social relations, the aim is to identify and understand how the educator intervenes in a conflict situation and the strategies he uses to resolve them. For this investigation, different techniques and data collection instruments were used, such as direct and indirect observation, field notes, daily and weekly reflections, a semi-structured interview and informal conversations with the cooperating educator and consultation of documents. The discussion of the data and its analysis showed that conflicts, contrary to the negative perspective they show, assume a positive character in the development and learning process of each child. The educator must promote dialogue by assuming a mediating role, allowing children to share their emotions, allowing the development of their self-regulation capacity.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação de infância Conflitos Papel do educador Crianças Childhood education Conflicts Educator's role Children
Citation
Gil, A. S. V. (2023). O papel do educador na gestão de conflitos (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16499
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa