Os conflitos nos desdobramentos de uma intervenção em clínica da atividade em contexto escolar

Abstract

Os conflitos nos desdobramentos de uma intervençãoem clínica da atividadeem contexto escolarThis paper discusses the conflicts brought about by an unfolding intervention that took place during the period of 2014 –2020 in the context of Early Childhood education.The intervention initially involved 4 homeroom teachers in a CEI (Centro de Educacao Infantil –Early Childhood Center) whose students’ ages ranged from 0 –3-year-olds, located in the outskirts of São Paulo City, between 2014 and 2015. Later on, other professionals (teachers and managers) requested the continuity of this intervention.Therefore, the first step focused on introducing the theoretical perspective as well as the methodology that guided this study and its analyses. It was also discussed the unfolding results from this intervention process with a focal point on the conflicts that the professionals went through while on duty. Based on these analyses, it was observed the amount of personal affliction undergone by teachers and managers circling distinct dimensions: personal, interpersonal and, particularly, transpersonal. Conflicts that highlight discordance between what one wants to do and what is done; between what one thinks it is done but it is not done; between what must be done and can be done; between what a colleague does and what is needed to be done. Summing up, the context of Early Childhood Education is an abundant field of investigative working activity.