Conflitos interpessoais na educação infantil
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Data
2018-07-31
Autores
Lugli, Ieda Alves
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Universidade Estadual Paulista (Unesp)
Resumo
Os conflitos interpessoais que ocorrem no interior da escola tornaram-se uma problemática para a comunidade escolar, apesar de estarem presentes na vida humana, a maioria das escolas os considera atípicos e desagradáveis para o bom andamento do ensino-aprendizagem. No decorrer do dia, os alunos vivenciam diversos conflitos com seus pares, estes que nem sempre conseguem resolver, e por vezes, não têm a devida atenção por parte dos educadores, que acreditam ser papel da família educar moralmente. Consequentemente, estas demandas têm se mostrado cada vez mais presentes, mostrando a necessidade de ações que promovam o desenvolvimento sociomoral dos alunos. Diante disso, a presente pesquisa tem como objetivo identificar os conflitos mais recorrentes nas relações interpessoais, entre alunos de 4 e 5 anos de idade, provenientes da Educação Infantil de tempo integral, bem como analisar as estratégias e concepções de resolução e mediação de alunos e professoras. A pesquisa foi realizada em duas escolas do município de São José do Rio Preto/SP. Tendo como base as pesquisas sobre a moralidade realizadas por Jean Piaget no livro “O juízo moral na criança”, o método constou da observação de 4 salas de aula, posteriormente, foram realizadas entrevistas com 40 crianças e 10 professoras, de modo a compreender como estes julgavam as ações dos personagens de histórias com conflitos hipotéticos. Os resultados das observações mostraram que o conflito mais recorrente foi a da disputa por objetos, espaços ou pessoas, e a estratégia de resolução mais empregada pelas crianças foi a “dependente” (aquela que depende da intervenção da professora). Em relação às professoras, a estratégia mais utilizada na mediação foi a resolução do conflito pela criança. Já os resultados das entrevistas, confirmaram o uso da estratégia dependente e a resolução do conflito pelo professor, porém as falas dos entrevistados nem sempre coincidiram com as ações observadas. Diante disso, concluímos que os conflitos interpessoais fazem parte da vida humana e devem ser oportunidade para o desenvolvimento da moralidade, porém é preciso que os educadores envolvidos tenham formação adequada para que possam realizar a mediação e fazer com que seus alunos aprendam a resolvê-los de modo a estabelecerem uma boa convivência e alcançarem a autonomia moral.
The interpersonal conflicts which occur within the school environment have become problematic for the school community, although they are present in human life, most schools consider them atypical and unpleasant for the good progress of teaching-learning process. Throughout the day, students experience various conflicts with their colleagues, which cannot always solve, and sometimes do not have the attention of educators, who believe that it is the family's role to educate morally. Consequently, these demands have been increasingly present, showing the need for actions that promote the students' sociomoral development. Therefore, the present research aims to identify the most recurrent conflicts in interpersonal relations, between 4 and 5-year-old students, coming from full-time Early Childhood Education, as well as to analyze strategies and conceptions of resolution and mediation of students and teachers. The research was carried out in two schools in São José do Rio Preto / SP city. Based on Jean Piaget's research on morality in his book "The Moral Judgment of the Child,, the method consisted of the observation of 4 classrooms, and later interviews were conducted with 40 children and 10 teachers, in order to understand how they judged the actions of story characters with hypothetical conflicts. The results of the observations showed that the most recurrent conflict was the dispute over objects, spaces or people, and the strategy of resolution most used by children was the "dependent" (that depends on the intervention of the teacher). In relation to the teachers, the most used strategy in the mediation was the resolution of the conflict by the child. The results of the interviews confirmed the use of the dependent strategy and the resolution of the conflict by the teacher, but the interviewees' speeches did not always coincide with the observed actions. Thus, we conclude that interpersonal conflicts are part of human life and should be an opportunity for the development of morality, but it is necessary that the educators involved have adequate training so that they can carry out mediation and have their students learn to solve them in order to establish a good coexistence and achieve moral autonomy.
The interpersonal conflicts which occur within the school environment have become problematic for the school community, although they are present in human life, most schools consider them atypical and unpleasant for the good progress of teaching-learning process. Throughout the day, students experience various conflicts with their colleagues, which cannot always solve, and sometimes do not have the attention of educators, who believe that it is the family's role to educate morally. Consequently, these demands have been increasingly present, showing the need for actions that promote the students' sociomoral development. Therefore, the present research aims to identify the most recurrent conflicts in interpersonal relations, between 4 and 5-year-old students, coming from full-time Early Childhood Education, as well as to analyze strategies and conceptions of resolution and mediation of students and teachers. The research was carried out in two schools in São José do Rio Preto / SP city. Based on Jean Piaget's research on morality in his book "The Moral Judgment of the Child,, the method consisted of the observation of 4 classrooms, and later interviews were conducted with 40 children and 10 teachers, in order to understand how they judged the actions of story characters with hypothetical conflicts. The results of the observations showed that the most recurrent conflict was the dispute over objects, spaces or people, and the strategy of resolution most used by children was the "dependent" (that depends on the intervention of the teacher). In relation to the teachers, the most used strategy in the mediation was the resolution of the conflict by the child. The results of the interviews confirmed the use of the dependent strategy and the resolution of the conflict by the teacher, but the interviewees' speeches did not always coincide with the observed actions. Thus, we conclude that interpersonal conflicts are part of human life and should be an opportunity for the development of morality, but it is necessary that the educators involved have adequate training so that they can carry out mediation and have their students learn to solve them in order to establish a good coexistence and achieve moral autonomy.
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Palavras-chave
Conflitos, Desenvolvimento moral, Educação infantil, Conflicts, Moral development, Early childhood education