Relação entre crenças e habilidades sociais na gestão docente de conflitos interpessoais

Abstract

I investigated the relation between culture and teacher conflict management in child education, under the perspective of Social Skills Theory. To that end, I examined teacher beliefs about their work in relation to their behavior, identified in contingencies directed to the management of relational conflicts between children in Children's Education classrooms. For that, I based my analysis in the Educational Cultural Studies (ECS), searching for understanding of how the culture that permeates educational practices of teachers is often at odds with the objectives of the child's integral development through children's education. On the other hand, I proposed the dialogue of that theoretic field with the area of Social Skills (SS), through the concept of Social Competence, affirming that the socially competent teacher deals with conflict as a socioemotional learning opportunity for the students. The development of that competence works as practicaltheoretical basis for the teachers to notice socioemotional aspects of the conflicting interpersonal relationships, which facilitates the interventioning work. Evidencing the relationship between culture and teacher conflict management in the classroom, I studied a teacher-student interaction case, which happened in children education private institution, in João Pessoa. The research method was qualitative, organized as a case study, and data was collected through the observation and video recording of conflict situations managed by the participating teacher; besides, I interviewed the teacher, questioning about the permeating workplace culture and her conflict management strategies, to identify beliefs, social skills and educational social skills (both the selfreported ones and the verified by the observed behavior). For the data processing I built a Protocol of Transcription of the Relational Conflicts Situations Managed by the Teacher, which allowed a detailed analysis of her social performances. To get even more close to the school culture, I also used the analysis of the documentation that directs the practices of the schools, mainly what is established about conflict and the development of interpersonal relationships in the institution. Through that analysis I brought to light if there was and how it works the relationship between culture and the practice of children's education teachers. The results pointed to the presence of beliefs about conflicts, children’s education and undesirable behaviors on the teacher’s speech, fundamentally marked by common sense. Such beliefs were related to the teacher’s deficits on her social performance, identified by the interview and observations. Therefore, both the conflict management and the student’s socio-emotional development were impaired. I concluded for the existence of a relationship between beliefs and deficits on teacher’s social skills, what made me, on final considerations, discuss the children's education teachers qualification in conflict management, proposing the inclusion of themes which involve interpersonal/socioemotional development in the children's education curriculum, investment in the continuing education capable of meeting the needs of professional qualification related to conflict management and incentivize Social Skills Training programs with focus on the development of Social Competence of education professionals.