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Os conflitos entre crianças num jardim de infância
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Abstract(s)
O presente relatório insere-se no âmbito da Unidade Curricular de Prática Profissional Supervisionada II (PPS II), do 2.º ano do Mestrado em Educação Pré-Escolar, e tem como finalidade principal registar e analisar criticamente a intervenção pedagógica e a
investigação realizadas num Jardim de Infância privado, localizado em Lisboa, entre os dias 30 de setembro de 2024 e 24 de janeiro de 2025. O trabalho decorreu com um grupo de 25 crianças com três anos de idade e com uma equipa educativa composta por uma educadora e uma auxiliar de educação, que me acolheram e acompanharam como estagiária, contribuindo de forma significativa para a observação do contexto e para a reflexão sobre a prática pedagógica. A intervenção pedagógica foi orientada pelos princípios do Movimento da Escola Moderna (MEM), adotado na instituição, promovendo práticas que favorecem a cooperação, o respeito mútuo e a resolução partilhada de problemas. A investigação teve como foco a compreensão dos conflitos entre crianças, procurando explorar as suas causas, a forma como são percecionados e geridos pelas próprias crianças, e o papel das educadoras e das técnicas de ação educativa na mediação dessas situações. Partindo de uma abordagem qualitativa, foram mobilizadas estratégias como a observação participante, a realização de entrevistas e a análise documental, permitindo uma leitura aprofundada dos processos vivenciados no quotidiano do grupo. Referenciada em quadros teóricos de natureza interdisciplinar, este trabalho assenta numa perspetiva que reconhece a criança como um sujeito ativo, competente e capaz de interagir, negociar e construir sentido com os outros. Da Pedagogia da Infância, destacase a valorização da escuta e da participação das crianças na vida do grupo; da Psicologia, o entendimento do conflito como parte integrante do desenvolvimento socioemocional; e da Sociologia da Infância, a compreensão das interações infantis como expressões de agência e como práticas socialmente situadas. Os dados recolhidos sugerem que o conflito, quando acompanhado com intencionalidade educativa, pode constituir-se como uma oportunidade significativa de aprendizagem e de crescimento, tanto individual como coletivo.
This report was produced within the scope of the curricular unit Supervised Professional Practice II (PPS II), part of the second year of the master’s degree in Pre-school Education. Its main purpose is to document and critically analyse the pedagogical intervention and the research carried out in a private kindergarten in Lisbon, between 30 September 2024 and 24 January 2025. The work was developed with a group of 25 children aged three and an educational team consisting of one early childhood teacher and one educational assistant, who welcomed and supported me as a trainee, contributing significantly to the observation of the context and the reflection on pedagogical practice. The pedagogical intervention was guided by the principles of the Movimento da Escola Moderna (Modern School Movement – MEM), adopted by the institution, fostering practices that promote cooperation, mutual respect, and shared problem-solving. The research focused on understanding conflicts among children, seeking to explore their causes, how they are perceived and managed by the children themselves, and the role of early years teachers and educational staff in mediating such situations. Drawing on a qualitative approach, the research involved participant observation, interviews, and document analysis, allowing for an in-depth reading of the processes experienced in the group’s daily life. Grounded in interdisciplinary theoretical frameworks, this work adopts a perspective that acknowledges the child as an active, competent subject, capable of interacting, negotiating, and constructing meaning with others. From the field of Early Childhood Pedagogy, it emphasises the importance of listening to children and encouraging their participation in group life; from Psychology, the understanding of conflict as an integral part of socio-emotional development; and from the Sociology of Childhood, the view of children’s interactions as expressions of agency and as socially situated practices. The data collected suggest that conflict, when approached with educational intentionality, may represent a significant opportunity for individual and collective learning and growth.
This report was produced within the scope of the curricular unit Supervised Professional Practice II (PPS II), part of the second year of the master’s degree in Pre-school Education. Its main purpose is to document and critically analyse the pedagogical intervention and the research carried out in a private kindergarten in Lisbon, between 30 September 2024 and 24 January 2025. The work was developed with a group of 25 children aged three and an educational team consisting of one early childhood teacher and one educational assistant, who welcomed and supported me as a trainee, contributing significantly to the observation of the context and the reflection on pedagogical practice. The pedagogical intervention was guided by the principles of the Movimento da Escola Moderna (Modern School Movement – MEM), adopted by the institution, fostering practices that promote cooperation, mutual respect, and shared problem-solving. The research focused on understanding conflicts among children, seeking to explore their causes, how they are perceived and managed by the children themselves, and the role of early years teachers and educational staff in mediating such situations. Drawing on a qualitative approach, the research involved participant observation, interviews, and document analysis, allowing for an in-depth reading of the processes experienced in the group’s daily life. Grounded in interdisciplinary theoretical frameworks, this work adopts a perspective that acknowledges the child as an active, competent subject, capable of interacting, negotiating, and constructing meaning with others. From the field of Early Childhood Pedagogy, it emphasises the importance of listening to children and encouraging their participation in group life; from Psychology, the understanding of conflict as an integral part of socio-emotional development; and from the Sociology of Childhood, the view of children’s interactions as expressions of agency and as socially situated practices. The data collected suggest that conflict, when approached with educational intentionality, may represent a significant opportunity for individual and collective learning and growth.
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 pré-escolar Prática pedagógica Interações entre crianças Conflitos infantis Pre-school education Pedagogical practice Child interactions Childhood conflict
Pedagogical Context
Citation
Leandro, C. S. V. (2025). Os conflitos entre crianças num jardim de infância [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do http://hdl.handle.net/10400.21/22202