Os conflitos entre as crianças na percepção das professoras de creche

Abstract

This study, of character qualitative, aimed to understand how teachers deal with Creche conflicts between children. Specific objetives were to: identify the knowledge that teachers have about conflicts of Creche, discover that teachers attribute the major causes of conflicts between children and knowing what posture Nursery teacher before the conflicts between them. The theoretical framework was essentially a social interactionist development, specifically in-depth Wallon (2007, 2010), to be the theorist who gave great emphasis to the study of affectivity an important that researchers base their studies in perspective Wallonian: Galvão (2008, 2003, 2010), Dantas (1992). The research was conducted with teachers of children of approximately three years, at which stage Wallon identifiespersonalism, marked by the ability to perceive as being different from each other, leading to rejection of all that is not-self, providing conflict. The locus was a public Kindergarten in the city of Sobral-CE. The instruments used for data collection were interview by presenting the reading of two scenes of conflict occurring in the classroom, followed by questions within a script and a questionnaire. Finalizing asking tried to remember a scene of conflict witnessed by them in their classrooms, tell me how it was and how it was resolved. In analyzing the data, it was revealed that the teachers of Kindergarten, mostly not normally spend much time in studying about theorist who contributed and contribute to early childhood education. Their practices in the classroom, in situations of conflict are based only on their experience, due to the fact of not having a theoretical knowledge about this issue, which, for them, is deemed very important to have that experience, which of the fact is, however, is not essential. For them there are two situations that are more conducive to conflict events that are tight space and time toy. Although they have different actions before the conflict, both teachers know that attention must be given to the child and try to help her. Still on the lack of knowledge of the teachers, it was observed that, perhaps for this reason, it is still very common among them a well thought old, that child that is still good, with “rotulations” students, such as call it hyperactive, because he did not want to be sitting the whole time. I realized that it is necessary for schools to rethink a time, periodically, to the teachers of Kindergarten to exchange experience and discuss their teaching practices. This research points to the need for further studies on early childhood aducation and teacher training for teaching young children.