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Abstract(s)
O presente relatório consiste numa análise crítica e reflexiva ao trabalho realizado ao longo da Prática Profissional Supervisionada em contexto Pré-Escolar, com um grupo de crianças com idades heterogéneas (2-5 anos). A caracterização reflexiva do contexto socioeducativo possibilitou contextualizar o ambiente em que decorreu o estágio, permitindo partir para a definição das intenções para a ação, de modo a efetuar uma reflexão e planificação adequadas, considerando as características deste contexto.
Desta análise, partiu-se para a identificação de uma problemática emergente no contexto – elevada ocorrência de conflitos intrapares – que motivou o desenvolvimento de uma investigação sobre “Gestão/Prevenção de Conflitos Intrapares e Aquisição de Competências Sociais”. Assim, num quadro de investigação-ação, procurou-se compreender de que forma o educador poderia atuar para prevenir/gerir conflitos e para estimular a aquisição de competências sociais. Inscrevendo-se no paradigma qualitativo e interpretativo, recorreu-se à combinação de diferentes técnicas de recolha e análise de dados. Na recolha, utilizaram-se técnicas baseadas na observação, conversação e análise documental. Para analisar os dados, procedeu-se à análise de conteúdo das notas de campo e das fichas de incidentes críticos para identificar o tipo de ocorrências (agressões físicas, verbais), bem como para compreender em que contexto e com que frequência se verificavam estas ocorrências. Por fim, após elaborada uma matriz sociométrica, procedeu-se à análise dos resultados do sociograma para averiguar uma possível relação entre a posição sociométrica e a propensão para conflitos.
Os resultados obtidos pela análise dos dados reunidos permitem concluir que a maioria dos conflitos e dos incidentes críticos ocorreu entre as crianças em contexto de brincadeira livre na sala e que o tipo de conflito mais frequente foi a agressão física. Também se concluiu que a maioria das crianças envolvidas em conflitos e/ou incidentes críticos se situa numa posição mais periférica no sociograma, ou seja, com um índice sociométrico mais baixo. Os resultados confirmam a importância do trabalho de observação e reflexão pelo qual o educador deve passar antes de planificar a sua intervenção pedagógica, verificando-se uma diminuição dos conflitos e incidentes críticos aquando de uma intervenção consciente por parte do educador (estagiária).
ABSTRACT The present document consists of a critical and reflective analysis of the work carried out during the Supervised Professional Practice in Preschool, with a group of children with heterogeneous ages (2-5 years old). The reflective characterization of the socio-educational context made it possible to contextualize the environment in which the internship took place, allowing the definition of intentions for action to carry out an appropriate reflection and planning, considering the characteristics of this context. From this analysis, it was possible to identify an emerging matter in this context - high occurrence of conflicts between peers - that motivated the development of an investigation on "Management/Prevention of Intrapartum Conflicts and Acquisition of Social Skills". Thus, in an action-research framework, I tried to understand how the kindergarten teacher could act to prevent/manage conflicts and to stimulate the acquisition of social skills. Inserting the qualitative and interpretative paradigm, a combination of different techniques of data collection and analysis was used. Data collection techniques were based on observation, conversation and documentary analysis. To analyse the data, the contents of the field notes and the critical incident files were analysed, aiming to identify the type of occurrences (physical and verbal aggressions), as well as to understand in which contexts and with what frequency these occurrences were verified. Finally, after elaborating a sociometric matrix, the results of the sociogram were analysed to ascertain a possible connection between the sociometric position and the tendency for conflicts. The obtained results through the analysis of this data allowed me to conclude that most conflicts and critical incidents occurred among children in a context of free play in the activities room and that the most frequent type of conflict was physical aggression. It was also concluded that most children involved in conflicts and/or critical incidents are placed in a peripheral position in the sociogram, i.e. with a lower sociometric index. The results confirm the importance of the observation and reflection work carried out by the kindergarten teacher before planning the pedagogical intervention. A decrease in conflicts and critical incidents was verified when a conscious intervention by the kindergarten teacher (trainee) occurred.
ABSTRACT The present document consists of a critical and reflective analysis of the work carried out during the Supervised Professional Practice in Preschool, with a group of children with heterogeneous ages (2-5 years old). The reflective characterization of the socio-educational context made it possible to contextualize the environment in which the internship took place, allowing the definition of intentions for action to carry out an appropriate reflection and planning, considering the characteristics of this context. From this analysis, it was possible to identify an emerging matter in this context - high occurrence of conflicts between peers - that motivated the development of an investigation on "Management/Prevention of Intrapartum Conflicts and Acquisition of Social Skills". Thus, in an action-research framework, I tried to understand how the kindergarten teacher could act to prevent/manage conflicts and to stimulate the acquisition of social skills. Inserting the qualitative and interpretative paradigm, a combination of different techniques of data collection and analysis was used. Data collection techniques were based on observation, conversation and documentary analysis. To analyse the data, the contents of the field notes and the critical incident files were analysed, aiming to identify the type of occurrences (physical and verbal aggressions), as well as to understand in which contexts and with what frequency these occurrences were verified. Finally, after elaborating a sociometric matrix, the results of the sociogram were analysed to ascertain a possible connection between the sociometric position and the tendency for conflicts. The obtained results through the analysis of this data allowed me to conclude that most conflicts and critical incidents occurred among children in a context of free play in the activities room and that the most frequent type of conflict was physical aggression. It was also concluded that most children involved in conflicts and/or critical incidents are placed in a peripheral position in the sociogram, i.e. with a lower sociometric index. The results confirm the importance of the observation and reflection work carried out by the kindergarten teacher before planning the pedagogical intervention. A decrease in conflicts and critical incidents was verified when a conscious intervention by the kindergarten teacher (trainee) occurred.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Jardim de infância Gestão Competências sociais Prevenção de conflitos Pre-school Management Prevention of intrapartum conflicts Social skills
Citation
Campos, V. F. C. (2018). “Podemos ser mais amigos?” – Prevenção/gestão de conflitos intrapares e aquisição de competências sociais em idade pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9521