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Advisor(s)
Abstract(s)
Esta investigação surgiu da identificação de dificuldades ao nível da
interação e gestão de conflitos entre pares, que a investigadora teve a
oportunidade de observar no grupo de crianças com quem desenvolvia a sua
prática educativa. Este estudo tem como objetivo compreender de que forma
a transformação da praxis do educador influencia os processos de prevenção
e a mediação dos conflitos entre pares no jardim-de-infância.
Tendo em conta as formas e as características das relações entre pares na
infância bem como o desenvolvimento moral das crianças em idade préescolar,
a investigadora levou a cabo um projeto de investigação-ação com
um grupo de vinte e quatro crianças de cinco anos. Ao longo do projeto, a
investigadora procurou conhecer e experimentar estratégias de prevenção e
mediação de conflitos interpares, monitorizando esse processo através da
reflexão sobre a ação, assim como compreender os efeitos dessa
experimentação no desenvolvimento profissional e na aprendizagem das
crianças.
Os processos do projeto são apresentados através de uma descrição densa
dos eixos centrais da ação: construção do quadro de regras, organização do
tempo e do grupo, organização do espaço e dos materiais, experimentação de
instrumentos de pilotagem, reunião de grande grupo e estratégias de
resolução de conflitos.
Os dados apresentados resultam da interpretação das categorias
emergentes da análise das entrevistas e das notas de campo. Através dessa
interpretação, foi possível constatar os efeitos positivos do projeto, não
apenas ao nível das competências de escuta e de negociação das crianças,
mas também para a prática profissional da investigadora, que desenvolveu
competências de reflexão e de autossupervisão.
This investigation arose from the acknowledgement of difficulties at the level of interaction and conflict management among peers, which the researcher had the opportunity to observe in the group of children with whom she developed her educational practice. The purpose of this study is to understand how the change of the teacher praxis influences the prevention processes and conflict mediation among peers in kindergarten. Taking into account the forms and characteristics of peer relationships in childhood, as well as the moral development of preschool children, the researcher has carried out an action-research project with a group of twentyfour five-year-old children. Throughout the project, the researcher sought to apprehend and experience strategies of peer conflict prevention and mediation, monitoring that process through reflection on the action, as well as understanding the repercussions of that experiment in the professional development and children learning. The project processes are presented through a dense description of the central action axes: building the framework of rules, time and group organization, space organization, experiment pilot instruments, large group meeting and conflict resolution strategies. The presented data are an outcome of category interpretation as a result of interviews and field notes analysis. Through that interpretation, it was possible to establish the positive effects of the project, not only in terms of children’s listening and negotiation skills, but also regarding the researcher’s professional practice, who developed reflection and self-supervision skills.
This investigation arose from the acknowledgement of difficulties at the level of interaction and conflict management among peers, which the researcher had the opportunity to observe in the group of children with whom she developed her educational practice. The purpose of this study is to understand how the change of the teacher praxis influences the prevention processes and conflict mediation among peers in kindergarten. Taking into account the forms and characteristics of peer relationships in childhood, as well as the moral development of preschool children, the researcher has carried out an action-research project with a group of twentyfour five-year-old children. Throughout the project, the researcher sought to apprehend and experience strategies of peer conflict prevention and mediation, monitoring that process through reflection on the action, as well as understanding the repercussions of that experiment in the professional development and children learning. The project processes are presented through a dense description of the central action axes: building the framework of rules, time and group organization, space organization, experiment pilot instruments, large group meeting and conflict resolution strategies. The presented data are an outcome of category interpretation as a result of interviews and field notes analysis. Through that interpretation, it was possible to establish the positive effects of the project, not only in terms of children’s listening and negotiation skills, but also regarding the researcher’s professional practice, who developed reflection and self-supervision skills.
Description
Keywords
Conflito entre pares Estratégias Reflexão Peer conflict Strategies Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação