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Abstract(s)
Este estudo analisou se haveria um contributo da formação em mediação de conflitos
no desenvolvimento profissional de Assistentes Operacionais (AO) quer quanto à
mobilização de conhecimentos fundamentados naquela área quer quanto à perceção
de mudanças de atitude quando intervêm em situações de conflituosidade entre
alunos.
Os recreios das escolas do 1.º Ciclo do Ensino Básico (1.º CEB) são os locais onde
ocorre a quase totalidade dos conflitos entre alunos (Fernández, 2007; Oliveira, 2007;
Rosa, 2007). Esses recreios são supervisionados pelos AO, os quais devem ter
formação específica em estratégias de resolução de conflitos. A mediação é apontada
como a melhor estratégia na abordagem dos conflitos escolares, conduzindo a
melhoria na convivência escolar e na construção de um clima escolar positivo, propício
à eficácia da educação (Torrego, 2003; Boqué, 2008; Tomás, 2010).
A estratégia de pesquisa baseou-se num estudo de intervenção com uma amostra de
conveniência, simultaneamente qualitativo e quantitativo. Os dados foram recolhidos
por questionário, por levantamento dos conhecimentos anteriores e posteriores à
formação e por entrevistas aos participantes. No estudo participaram sete AO de uma
escola pública, na área da Grande Lisboa, em Portugal. Os resultados revelaram que os AO desenvolveram conhecimentos sobre mediação e
percecionaram em si mesmos mudanças de atitude face às suas intervenções na
resolução de conflitos entre alunos. Os resultados ainda revelaram que os AO sentem
que as autoridades educacionais e escolares desvalorizam em grande medida o seu
valor profissional, mas retiram motivação da interação com os alunos.
Concluiu-se que a formação em mediação de conflitos oferece um contributo
significativo para avaliar o impacto da formação no desenvolvimento profissional dos
Assistentes Operacionais, que estão conscientes do seu papel educativo e têm
sugestões pertinentes de melhoria da sua intervenção.
ABSTRACT This study evaluated whether training in conflict mediation contributed for professional development of Operational Assistants (OA) either on grounded knowledge on that subject area or on their perceived attitudinal change when sorting out conflicts between students. Most conflicts between students take place in school playgrounds (Fernández, 2007; Oliveira, 2007; Rosa, 2007). These are supervised by OA, who should have specific training in conflict mediation strategies. Mediation is considered as the best strategy for addressing conflict, thus improving school coexistence and positive climate and enhancing education effectiveness (Torrego, 2003; Boqué, 2008; Tomás, 2010). The research strategy was based on an intervention study with both qualitative and quantitative data collected through questionnaire, knowledge assessment tests and interviews. The participants were seven OA from a state run school in the greater Lisbon area, in Portugal. The results revealed that knowledge about conflict mediation did improve, and attitudinal change was perceived when conflicting situations were sorted out by OA. There was also evidence that OA felt, to a large extent, professionally devalued by educational and school authorities but find interaction with students as motivating. It is concluded that training in conflict mediation offers a significant contribution to assess the impact of training on Operational Assistants professional development, who are well aware of their educational role and have relevant suggestions for improving their intervention.
ABSTRACT This study evaluated whether training in conflict mediation contributed for professional development of Operational Assistants (OA) either on grounded knowledge on that subject area or on their perceived attitudinal change when sorting out conflicts between students. Most conflicts between students take place in school playgrounds (Fernández, 2007; Oliveira, 2007; Rosa, 2007). These are supervised by OA, who should have specific training in conflict mediation strategies. Mediation is considered as the best strategy for addressing conflict, thus improving school coexistence and positive climate and enhancing education effectiveness (Torrego, 2003; Boqué, 2008; Tomás, 2010). The research strategy was based on an intervention study with both qualitative and quantitative data collected through questionnaire, knowledge assessment tests and interviews. The participants were seven OA from a state run school in the greater Lisbon area, in Portugal. The results revealed that knowledge about conflict mediation did improve, and attitudinal change was perceived when conflicting situations were sorted out by OA. There was also evidence that OA felt, to a large extent, professionally devalued by educational and school authorities but find interaction with students as motivating. It is concluded that training in conflict mediation offers a significant contribution to assess the impact of training on Operational Assistants professional development, who are well aware of their educational role and have relevant suggestions for improving their intervention.
Description
Keywords
Desenvolvimento profissional Formação em mediação de conflitos Assistentes Operacionais Professional development Training in conflict mediation Operational assistants
Citation
Ferraz, F., Rosa, J. (2014). Contributos da formação em mediação de conflitos no desenvolvimento profissional de Assistentes Operacionais, no 1.º Ciclo do Ensino Básico. In C. Tomás & C. Gonçalves (Org.). VI Encontro do CIED - I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos (pp.486-501). Lisboa: CIED
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa