Gestão docente de conflitos pela pedagogia institucional: análise de uma contingência à luz da teoria das habilidades sociais

Abstract

This work aims to evaluate how educational social skills (ESS) and the social competence of a teacher in an elementary school, acting in a contingency dedicated to the management of a relational conflict between two students in the context of a class council meeting. This contingency was observed in a sequence of the film “Parole - L'Héritage Dolto”, directed by Vincent Blanchet in 2006, which presents the Institutional Pedagogy (IP) at the School of La Neuville (France). The contingency is analyzed in the light of the Social Skills Theory (SST). As the corollary of this research, to articulate IP and SST, with emphasis on the ESS class, when this theory highlights the ESS of the teacher who practices the PI. A proposal for the analysis of this contingency arose because I understood that a PI offers to teachers and schools practical institutions that can enable managing conflicts by the teacher (in the analyzed contingency, the institution of the school council); in its turn, the SST assumes teacher’s performance as a model for students in interactions, enabling students to develop the ability to solve relational problems with an appropriate way. To this end, considering literature in Portuguese, a presentation of SST and IP is done, as theoretical grounds to the teachers that manage conflicts between students. Then, methodology is described: contingency transcription, with duration of 02'29”, in medium plane, showin the interactions of three subjects in a class council meeting (IP device) for the mediation, by a teacher, of a conflict that occurred between two students. Both school and conflict are described, to contextualize the analysis. It is infered that the movie, as public document, was produced under the usual ethical measures. In this research, also due to public access to the document, the names of the individuals involved are reffered, as long as respect to these subjects is observed, mainly in the interpretations. Since this study seeks to identify and interpret the teacher’s ESS repertoire during conflict’s mediation, the main results pointed out to the IP as a favorable practice for the development of required ESS to teaching work, showing the social competence of the teacher, specially in the peaceful resolution of conflicts. In this sense, it is suggested that IP intentionally include in its model of teachers’ preparation, the Social Skills Training, in order to expand the Social Skills repertoire of teachers in initial and continued professional education, specially in ESS. Hence, theachers will be prepared better to deal with students’ behaviours in na appropriate manner, so that they will help their classes to expand non-violent coping practices in times of conflicts and tensions.