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Publication
Gestão de conflitos e inteligência emocional no contexto inclusivo: estudo sobre a atuação de setores multiprofissionais na educação
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 40667 | 3.8 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A relação entre a inteligência emocional e a gestão de conflitos apontam novos horizontes para a escola contemporânea, que esbarra, de maneira inevitável e constante, em vários fatores desencadeadores de divergências, inclusive em relação à promoção da inclusão escolar. Nesse contexto, esta pesquisa investigou como o desenvolvimento da inteligência emocional e a gestão construtiva de conflitos, principalmente por meio da estratégia negocial, podem contribuir com a atuação dos colaboradores membros dos setores multiprofissionais do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP). Este estudo foi desenvolvido junto à Coordenadoria Sociopedagógica (CSP) e ao Núcleo de Apoio às Pessoas com Necessidades Específicas (NAPNE), nos 37 campi do IFSP. Para alcançar os objetivos aos quais se propôs, esta investigação realizou uma pesquisa bibliográfica e utilizou uma metodologia de natureza quantitativa, com a aplicação de questionários ao público-alvo – o Questionário de Eficácia Negocial de Conflitos na Escola (QENCE) e o Questionário de Competência Emocional (QCE), que trouxeram maior confiabilidade, precisão e validez para verificar a relação entre a gestão de conflitos e a inteligência emocional na educação. Para tanto, o trabalho foi organizado em três capítulos. No primeiro, foi feita a contextualização do grupo em estudo e estabelecida a abordagem teórica em relação ao tema da investigação. No segundo capítulo, foi desenvolvido o estudo empírico. No último, foram apresentados os resultados e as discussões acerca dos dados coletados, que foram analisadas pelo Statistical Package for Social Science (SPSS). Por fim, os resultados mostraram que há uma relação estatisticamente significativa entre a Gestão de Conflitos, mais precisamente a Eficácia Negocial de Conflitos na Escola, e a Competência Emocional. Na amostra constituída por 120 profissionais, 53,33% apresentaram pontuações entre regular e bom e 45,83% entre bom e muito bom no QENCE. No QCE, 28,33% apresentaram pontuações entre regular e razoável, 65,83% entre razoável e bom e 5% entre bom e muito bom.
The relationship between emotional intelligence and conflict management points to new horizons for contemporary schools, which inevitably and consistently encounters various triggers of divergences, including those related to the promotion of inclusive education. In this context, this research investigated how the development of emotional intelligence and constructive conflict management, mainly through negotiation strategies, can contribute to the performance of staff members in the multiprofessional sectors of the São Paulo Federal Institute of Education, Science, and Technology (IFSP). This study was conducted in collaboration with the Social and Pedagogical Coordination (CSP) and the Support Center for People with Specific Needs (NAPNE) at the 37 IFSP campi. To achieve its objectives, this investigation conducted a literature review and employed a quantitative methodology, including the administration of questionnaires to the target audience – the Conflict Negotiation Effectiveness in Schools Questionnaire (QENCE) and the Emotional Competence Questionnaire (QCE), which provided greater reliability, accuracy, and validity in assessing the relationship between conflict management and emotional intelligence in education. Therefore, the work was organized into three chapters. In the first chapter, the study group was contextualized, and the theoretical approach related to the research topic was established. In the second chapter, the empirical study was developed. In the final chapter, the results and discussions regarding the collected data were presented, which were analyzed using the Statistical Package for Social Science (SPSS). Finally, the results showed that there is a statistically significant relationship between Conflict Management, specifically the Negotiation Effectiveness of Conflict in Schools, and Emotional Competence. In the sample consisting of 120 professionals, 53.33% scored between regular and good on the QENCE, while 45.83% scored between good and very good. In the QCE, 28.33% scored between regular and moderate, 65.83% scored between moderate and good, and 5% scored between good and very good.
The relationship between emotional intelligence and conflict management points to new horizons for contemporary schools, which inevitably and consistently encounters various triggers of divergences, including those related to the promotion of inclusive education. In this context, this research investigated how the development of emotional intelligence and constructive conflict management, mainly through negotiation strategies, can contribute to the performance of staff members in the multiprofessional sectors of the São Paulo Federal Institute of Education, Science, and Technology (IFSP). This study was conducted in collaboration with the Social and Pedagogical Coordination (CSP) and the Support Center for People with Specific Needs (NAPNE) at the 37 IFSP campi. To achieve its objectives, this investigation conducted a literature review and employed a quantitative methodology, including the administration of questionnaires to the target audience – the Conflict Negotiation Effectiveness in Schools Questionnaire (QENCE) and the Emotional Competence Questionnaire (QCE), which provided greater reliability, accuracy, and validity in assessing the relationship between conflict management and emotional intelligence in education. Therefore, the work was organized into three chapters. In the first chapter, the study group was contextualized, and the theoretical approach related to the research topic was established. In the second chapter, the empirical study was developed. In the final chapter, the results and discussions regarding the collected data were presented, which were analyzed using the Statistical Package for Social Science (SPSS). Finally, the results showed that there is a statistically significant relationship between Conflict Management, specifically the Negotiation Effectiveness of Conflict in Schools, and Emotional Competence. In the sample consisting of 120 professionals, 53.33% scored between regular and good on the QENCE, while 45.83% scored between good and very good. In the QCE, 28.33% scored between regular and moderate, 65.83% scored between moderate and good, and 5% scored between good and very good.
Description
Keywords
Gestão de conflitos Inteligência emocional Inclusão Equipes multiprofissionais Eficácia negocial de conflitos na escola Conflict management Emotional intelligence Inclusion Multiprofessional teams Negotiation effectiveness of conflict in schools