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O papel do desenvolvimento emocional na resolução de conflitos em contexto de educação pré-escolar
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Resumo(s)
O presente relatório, desenvolvido no âmbito da Prática Supervisionada em Educação Pré-Escolar, teve como principal finalidade analisar o papel do desenvolvimento emocional na mediação e resolução de conflitos entre crianças em idade pré-escolar. Partindo de uma abordagem qualitativa, concretizada através de um modelo de investigação-ação, procurou-se compreender de que forma as competências emocionais, nomeadamente o reconhecimento das emoções, a autorregulação, a empatia e as competências sociais influenciam as interações e a capacidade das crianças para gerir situações de conflito no quotidiano escolar. O enquadramento teórico baseou-se em autores de referência na área da inteligência emocional e do desenvolvimento socioemocional, articulando estes contributos com as Orientações Curriculares para a Educação Pré-Escolar. Do ponto de vista metodológico, a adoção da investigação-ação permitiu articular teoria e prática, proporcionando um espaço de reflexão crítica e transformação pedagógica. A triangulação dos dados, mediante a utilização de instrumentos diversos e a escuta de múltiplos sujeitos (educadora e crianças), conferiu validade aos resultados e possibilitou uma compreensão mais rica e contextualizada dos fenómenos observados. A metodologia adotada revelou-se, portanto, adequada aos objetivos propostos, constituindo uma via fecunda para futuras investigações no campo da educação emocional. Os resultados permitiram constatar que, após a intervenção, as crianças passaram a utilizar expressões como “sinto-me triste”, “posso brincar contigo?” ou “desculpa”, revelando não só a interiorização de vocabulário emocional, mas também uma crescente capacidade para resolver autonomamente pequenos conflitos do quotidiano. A observação sistemática revelou ainda que as crianças com maior domínio emocional eram mais procuradas pelos pares para cooperar, negociar e partilhar atividades, confirmando a relação entre inteligência emocional e competências sociais. Conclui-se que a educação emocional, quando integrada de forma intencional e sistemática nas práticas pedagógicas, contribui para a construção de um clima de grupo positivo, para a melhoria das interações sociais e para o desenvolvimento global das crianças.
Abstract: This report was developed within the scope of the Supervised Practice in Preschool Education, aimed primarily to analyse the role of emotional development in mediating and resolving conflicts among preschool children. Using a qualitative approach, implemented through an action-research model, it sought to understand how emotional intelligence, namely emotion recognition, self-regulation, empathy, and social skills, influence children's interactions and ability to manage conflict situations in daily school life. The theoretical framework was based on reference authors in the field of emotional intelligence and socio-emotional development, articulating these contributions within the Curriculum Guidelines for Preschool Education. From a methodological point of view, the adoption of action research made it possible to articulate theory and practice, providing a space for critical reflection and pedagogical transformation. The triangulation of data, through the use of diverse instruments and listening to multiple subjects (teacher and children), validated the results and enabled a richer and more contextualised understanding of the observed phenomena. The methodology adopted proved adequate to the proposed objectives, allowing for future research in the field of emotional education. The results showed that, after the intervention, the children began to use expressions such as "I feel sad," "Can I play with you?" or "Sorry," revealing not only the internalisation of emotional vocabulary, but also a growing ability to autonomously resolve small everyday conflicts. Systematic observation also revealed that children with greater emotional mastery were more sought after by their peers to cooperate, negotiate, and share activities, confirming the relationship between emotional intelligence and social skills. It is concluded that emotional education, when systematically integrated into pedagogical practices, contributes to building a positive group environment, improving social interactions, and the overall development of children.
Abstract: This report was developed within the scope of the Supervised Practice in Preschool Education, aimed primarily to analyse the role of emotional development in mediating and resolving conflicts among preschool children. Using a qualitative approach, implemented through an action-research model, it sought to understand how emotional intelligence, namely emotion recognition, self-regulation, empathy, and social skills, influence children's interactions and ability to manage conflict situations in daily school life. The theoretical framework was based on reference authors in the field of emotional intelligence and socio-emotional development, articulating these contributions within the Curriculum Guidelines for Preschool Education. From a methodological point of view, the adoption of action research made it possible to articulate theory and practice, providing a space for critical reflection and pedagogical transformation. The triangulation of data, through the use of diverse instruments and listening to multiple subjects (teacher and children), validated the results and enabled a richer and more contextualised understanding of the observed phenomena. The methodology adopted proved adequate to the proposed objectives, allowing for future research in the field of emotional education. The results showed that, after the intervention, the children began to use expressions such as "I feel sad," "Can I play with you?" or "Sorry," revealing not only the internalisation of emotional vocabulary, but also a growing ability to autonomously resolve small everyday conflicts. Systematic observation also revealed that children with greater emotional mastery were more sought after by their peers to cooperate, negotiate, and share activities, confirming the relationship between emotional intelligence and social skills. It is concluded that emotional education, when systematically integrated into pedagogical practices, contributes to building a positive group environment, improving social interactions, and the overall development of children.
Descrição
Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Palavras-chave
Educação pré-escolar Desenvolvimento socioemocional Inteligência emocional Resolução de conflitos Preschool education Socio-emotional development Emotional intelligence Conflict resolution