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Publication
Gestão de conflitos na escola
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| 3.44 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O conflito é um fenómeno que, ao longo dos anos, tem sido amplamente reconhecido por diversos autores como um conceito polissémico. Tradicionalmente, era associado a algo negativo para o ser humano; contudo, perspetivas mais recentes defendem que o conflito é inerente à vida social e pode, em muitos casos, ser benéfico para o desenvolvimento e para a aprendizagem pessoal e social.
No contexto escolar, porém, o conflito tende a assumir um sentido negativo, sobretudo quando surgem divergências de valores, opiniões e interesses entre os alunos. Nessas situações, é comum que o conflito evolua para comportamentos de risco, como a violência, o bullying e a indisciplina, comprometendo o ambiente educativo e o bem-estar de todos os intervenientes.
Trata-se de uma problemática prioritária, que exige uma resposta ativa por parte das escolas, as quais devem intensificar o combate a este fenómeno, dadas as graves consequências que pode ter tanto para o ambiente escolar como para a saúde emocional e psicológica dos alunos. É fundamental que haja uma intervenção conjunta de vários profissionais, que trabalhem em parceria para promover relações interpessoais saudáveis, positivas e baseadas no respeito e no apoio mútuo.
Este trabalho teve como objetivos identificar os tipos de conflitos existentes no contexto escolar, compreender de que forma a comunidade educativa intervém na sua prevenção e resolução e, por fim, avaliar o impacto da implementação de atividades de dinâmica de grupo, elaboradas com o propósito de sensibilizar os alunos e promover a prevenção de conflitos na escola.
Relativamente à metodologia, este estudo foi desenvolvido com base numa investigaçãoação, recorrendo à utilização de instrumentos e técnicas de recolha de dados de natureza qualitativa e quantitativa. Para tal, foram aplicadas a observação direta e a elaboração de notas de campo, bem como a inquirição por meio de questionários dirigidos aos alunos de uma turma do 5.º ano de escolaridade (n=20) e entrevistas aos docentes da mesma turma (n=6). Complementarmente, foram dinamizadas atividades de grupo com os alunos.
De acordo com os resultados obtidos, verificou-se que a maioria das ocorrências corresponde a situações ocasionais; contudo, também foram identificadas situações regulares, como a exclusão de alunos. Os tipos de conflito mais frequentes foram o verbal e o físico direto, embora também tenham sido registadas situações de conflito socioemocional indireto, particularmente durante o recreio escolar.
A Escola demonstrou possuir estratégias de prevenção e resolução de conflitos, contribuindo para a minimização destas situações e promovendo intervenções positivas em prol do bem-estar escolar. Foi ainda percetível o desenvolvimento de competências socioemocionais, promovidas tanto pelos docentes quanto pela técnica de Psicologia responsável pelo Gabinete de Gestão do Conflito. É fundamental reforçar a importância da continuidade e da persistência nesse trabalho com os alunos, dada a sua relevância para o seu desenvolvimento integral e para o clima escolar.
Abstract: Conflict is a phenomenon that, over the years, has been widely recognized by various authors as a polysemic concept. Traditionally, it was associated with something negative for human beings; however, more recent perspectives argue that conflict is inherent to social life and can, in many cases, be beneficial for personal and social development and learning. In the school context, however, conflict tends to take on a negative connotation, especially when there are divergences in values, opinions, and interests among students. In such situations, conflict often escalates into risky behaviors, such as violence, bullying, and indiscipline, thereby compromising the educational environment and the well-being of everyone involved. This is a pressing issue that requires active responses from schools, which must intensify efforts to combat this phenomenon, given the serious consequences it can have both for the school environment and for students’ emotional and psychological health. It is essential that multiple professionals intervene collaboratively, working in partnership to foster healthy and positive interpersonal relationships, based on mutual respect and support. This study aimed to identify the types of conflicts present in the school environment, to understand how the educational community engages in their prevention and resolution, and finally, to evaluate the impact of implementing group dynamics activities designed to raise student awareness and promote conflict prevention in schools. In terms of methodology, this study was developed using an action-research approach, employing both qualitative and quantitative data collection instruments and techniques. To this end, direct observation and field notes were used, along with questionnaires administered to students from a 5th-grade class (n=20) and interviews conducted with the teachers of the same class (n=6). In addition, group activities were organized with the students. According to the results obtained, most incidents were found to be occasional; however, regular occurrences, such as the exclusion of students, were also identified. The most frequent types of conflict were verbal and direct physical conflicts, although instances of indirect socioemotional conflict were also recorded, particularly during school recess. The school demonstrated that it has strategies for conflict prevention and resolution, contributing to the reduction of such situations and promoting positive interventions in favor of school well-being. The development of socio-emotional skills was also noticeable, promoted both by the teachers and by the school psychologist responsible for the Conflict Management Office. It is essential to reinforce the importance of continuity and persistence in this work with students, given its relevance to their holistic development and the overall school climate.
Abstract: Conflict is a phenomenon that, over the years, has been widely recognized by various authors as a polysemic concept. Traditionally, it was associated with something negative for human beings; however, more recent perspectives argue that conflict is inherent to social life and can, in many cases, be beneficial for personal and social development and learning. In the school context, however, conflict tends to take on a negative connotation, especially when there are divergences in values, opinions, and interests among students. In such situations, conflict often escalates into risky behaviors, such as violence, bullying, and indiscipline, thereby compromising the educational environment and the well-being of everyone involved. This is a pressing issue that requires active responses from schools, which must intensify efforts to combat this phenomenon, given the serious consequences it can have both for the school environment and for students’ emotional and psychological health. It is essential that multiple professionals intervene collaboratively, working in partnership to foster healthy and positive interpersonal relationships, based on mutual respect and support. This study aimed to identify the types of conflicts present in the school environment, to understand how the educational community engages in their prevention and resolution, and finally, to evaluate the impact of implementing group dynamics activities designed to raise student awareness and promote conflict prevention in schools. In terms of methodology, this study was developed using an action-research approach, employing both qualitative and quantitative data collection instruments and techniques. To this end, direct observation and field notes were used, along with questionnaires administered to students from a 5th-grade class (n=20) and interviews conducted with the teachers of the same class (n=6). In addition, group activities were organized with the students. According to the results obtained, most incidents were found to be occasional; however, regular occurrences, such as the exclusion of students, were also identified. The most frequent types of conflict were verbal and direct physical conflicts, although instances of indirect socioemotional conflict were also recorded, particularly during school recess. The school demonstrated that it has strategies for conflict prevention and resolution, contributing to the reduction of such situations and promoting positive interventions in favor of school well-being. The development of socio-emotional skills was also noticeable, promoted both by the teachers and by the school psychologist responsible for the Conflict Management Office. It is essential to reinforce the importance of continuity and persistence in this work with students, given its relevance to their holistic development and the overall school climate.
Description
Dissertação de Mestrado apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Intervenção Social Escolar.
Keywords
Conflitos Prevenção Gestão Sensibilização Contexto Escolar Conflicts Prevention Management Awareness School Context