A Construção de Habilidades Sociais Durante o Brincar no Contexto Escolar

Abstract

Relationships established in play may indicate important data about development and specifically about how children’s social skills are built. Considering the importance of these interactions, adult mediation is an important factor that significantly influences the management of emotions and attributions of meaning by children on events that emerge during plays. The school context, as an environment of multiple possibilities for interactions among children, emerges as a fundamental space of experiences and social meanings. Thus, the school context presents itself as a dimensional reference in childhood, which effects the development of personal growth and construction of social skills. In the view of the above, the purpose of this study was to investigate how playful interventions to mediate conflicts are carried out and how they are associated with educator’s understanding of the process of building social skills in childhood. The approach was based on the qualitative method of exploratory character, adopting semi-structured interviews as an instrument of data collection and an analysis of contents to interpret the results. In this regard, interviews were conducted with six teachers from different schools in Salvador-Bahia. The results brought instigating questions about the participants' understandings and their interventions in conflict mediation during plays. And it consequently, suggested interest for the theme after they reflected on their performances. The results also brought the identification of emerging difficulties that point to the demand for a training that includes social skills in teaching practice within the field of early childhood education and elementary school.