A vivência das professoras de creche com conflitos: as ações de intervenção pedagógica e suas implicações para construção de limites pelas crianças

Abstract

This research aimed to investigate the personal experiences of day care teachers in relation to conflicts arising from relationships between children in day care center’s everyday and between teachers and children, seeking to grasp if the interventions made on such conflicts have contributed to build limits by children. Galvão’s reasearchs (1995; 2004) and La Taille (1999) formed the theoretical basis of this study. The methodology of qualitative nature consisted of carrying out semi-structured individual interviews conducted by three teachers from a public day care center of Ceará, focusing on the research objective. In order to know a little the subjects participating in the research a questionnaire consisting of open and closed questions on personal and professional data of the teachers was made. The analysis of the material built showed that the teachers feel that the conflicts between children occur in moments of dispute for toys, objects and materials and that the conflicts between children and teachers occur as a result of the opposition of the child the work carried out by the teacher in everyday situations, such as: the refusal to follow settled rules and in moments of conflict between children. No teacher understands that the conflicts in addition to contribute to, and being necessary for the child development are specifically for differentiation of the self and integration of it. The examples of situations of conflict experienced by teachers in the daily routine of Child Education reveal that their pedagogical interventions are marked by the presence of punishment, discipline and rewards, considered mistakenly by teachers as positive for construction of limits. Thus, it is concluded that the interventions made by the teachers in conflict situations contributed little to building limits the children with whom worked. This is because they did not involve actions that would enable children to notice their own limits, that would stimulate them to overcome. In this sense, most of the teachers who have participated in the research evidenced to have an understanding of limits, only as a boundary that should not be transposed by the child, since their interventions in face of conflicts between children and between teachers and children have not been followed by the opposite movement that is the transposition of their own limits.