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“Ele disse uma coisa tão feia que partiu o meu coração”: estratégias e práticas para o desenvolvimento de competências socioemocionais na resolução de conflitos
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Advisor(s)
Abstract(s)
O presente relatório decorre no âmbito da Prática Profissional Supervisionada II (PPS II), do Mestrado em Educação Pré-escolar (MEPE), da Escola Superior de Educação de Lisboa (ESELx). A PPS II foi realizada em Jardim de Infância com um grupo heterogéneo em termos de idade, cujo principal objetivo consistiu em descrever, de forma reflexiva e fundamentada, todo o percurso ao longo da prática. Assim, serão apresentadas a caracterização da ação educativa, as intenções que orientaram a minha intervenção e a construção da profissionalidade enquanto futura educadora de infância. Além disso, este relatório contempla uma componente investigativa referente ao papel do adulto no desenvolvimento de competências socioemocionais na resolução de conflitos. A problemática surgiu de uma dificuldade observada relativamente à autorregulação emocional das crianças perante momentos de maior frustração, pelo que foram definidos os seguintes objetivos: (i) Compreender o papel do adulto na gestão das emoções em situações de conflito; (ii) Identificar estratégias e/ou práticas pedagógicas utilizadas pela equipa educativa na promoção da regulação emocional das crianças em idade pré-escolar; (iii) Reconhecer as conceções das crianças sobre os conflitos sociais e
as formas de manifestação e regulação das suas emoções. Do ponto de vista metodológico, esta investigação caracteriza-se como um estudo de caso, de natureza qualitativa. Os dados foram recolhidos a partir dos registos elaborados nas notas de campo, das entrevistas semiestruturadas realizadas à equipa educativa de sala, do grupo de discussão efetuado com sete crianças e da bibliografia de referência consultada. Os resultados revelaram que a regulação emocional apresenta um forte impacto na forma como as crianças se relacionam socialmente com os outros. A ação do adulto será crucial neste processo, pois o seu papel passará por ser mediador e fornecer estratégias/ferramentas para que, gradualmente, a criança consiga gerir as suas emoções e, por conseguinte, resolver os conflitos interpessoais.
This report was conducted as part of the Supervised Professional Practice II (PPS II) course for the Master's Degree in Preschool Education (MEPE) at the Lisbon School of Education (ESELx). PPS II was carried out in kindergarten with an age-heterogeneous group, in which the main goal was to describe, in a reflective and reasoned way, all the steps through the practice. Therefore, there will be presented the characterization of educational action, the intentions that guided my intervention, and the building of professionalism as a future kindergarten teacher. In addition, this report includes an investigative component regarding the role that adults play in the development of socio-emotional skills in conflict-solving. This problem emerged from a difficulty observed regarding children's emotional self-regulation in moments of greater frustration, and so the following goals were set: (i) Understanding the adult's role in the management of emotions in conflict situations; (ii) Identifying the pedagogical strategies and/or practices used by the educational team in promoting emotional regulation of children in pre-school age; (iii) Recognizing the children's conceptions about social conflicts and the ways they manifest and regulate their emotions. From a methodological point of view, this investigation is characterized as a case study of a qualitative nature. The data was gathered from information registered in the field notes, from semi-structured interviews of the classroom teaching staff, from the discussion group with seven children, and from reference bibliography checked. The results revealed that emotional regulation has a strong impact on the way children interact with others. The adult's part will be crucial in this process, because their role will be as a mediator and a supplier of strategies/tools so that, gradually, the child will be able to manage their emotions and, consequently, solve interpersonal conflicts.
This report was conducted as part of the Supervised Professional Practice II (PPS II) course for the Master's Degree in Preschool Education (MEPE) at the Lisbon School of Education (ESELx). PPS II was carried out in kindergarten with an age-heterogeneous group, in which the main goal was to describe, in a reflective and reasoned way, all the steps through the practice. Therefore, there will be presented the characterization of educational action, the intentions that guided my intervention, and the building of professionalism as a future kindergarten teacher. In addition, this report includes an investigative component regarding the role that adults play in the development of socio-emotional skills in conflict-solving. This problem emerged from a difficulty observed regarding children's emotional self-regulation in moments of greater frustration, and so the following goals were set: (i) Understanding the adult's role in the management of emotions in conflict situations; (ii) Identifying the pedagogical strategies and/or practices used by the educational team in promoting emotional regulation of children in pre-school age; (iii) Recognizing the children's conceptions about social conflicts and the ways they manifest and regulate their emotions. From a methodological point of view, this investigation is characterized as a case study of a qualitative nature. The data was gathered from information registered in the field notes, from semi-structured interviews of the classroom teaching staff, from the discussion group with seven children, and from reference bibliography checked. The results revealed that emotional regulation has a strong impact on the way children interact with others. The adult's part will be crucial in this process, because their role will be as a mediator and a supplier of strategies/tools so that, gradually, the child will be able to manage their emotions and, consequently, solve interpersonal conflicts.
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
Jardim de infância Papel do adulto Regulação emocional Relação entre pares Kindergarten Adult’s role Emotional regulation Relationship between peers
Pedagogical Context
Citation
Machado, M. F. S. (2025). “Ele disse uma coisa tão feia que partiu o meu coração”: estratégias e práticas para o desenvolvimento de competências socioemocionais na resolução de conflitos [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22219