The aim of this essay is to examine preschool teachers’ knowledge and expertise in the approach  to children who are experiencing crisis and trauma. Our research aims to explore if the preschool  teachers’ methods in the work with small children in crisis are theory-based, and if not - what  kind of knowledge do they have to stand on in the meeting with children in crisis and trauma.  We have interviewed six pre-school teachers with various amount of time of work experience  in the preschool. We used semi-structured interviews with questions formulated with the intent  to get a wide perspective of the preschool teachers experiences in the matter. Our theoretic  approach is “Krispedagogik” by Raundalen & Schultz (2007), with an immerse in Juul &  Jensens book “Relationskompetens” (2009). We find it necessary to complement Krispedagogik based on that the book Krispedagogik is mainly designed to function with older children in  school while the meeting and work with younger children is in more need of caring and a closer  relation with the teachers - therefore are we using Relationskompetens as a complement. The  results are presented under the subheadings: Routine - Security, To see the child - the childs’  needs, and Parent collaboration. These are the concepts we mainly have seen in the interviews,  and they are also found in the theories we are grounding our analysis on. We found features of  crisis pedagogy (krispedagogik) in the way the pedagogues described their work with children  in crisis although none of them used the term in their answers. The relations between the  pedagogue and the parents and foremost the children are the foundation in their work. Their  view on their task as a pedagogue is that they are an important person in the child’s life, and  they implement their educational tasks accordingly.

Den här uppsatsen ämnade undersöka hur verksamma lärare arbetar med relationer och på vilket sätt det kan påverka enskild undervisning i musik. Detta för att bidra till ökad kunskap inom det pedagogiska fältet där lärares kompetens att bygga goda relationer de senaste decennierna fått ökad uppmärksamhet. Datainsamlingen skedde genom observationer och intervjuer av två lärare som i denna studie kommer att kallas Anna och Håkan. Materialet transkriberades tematiskt och med en fenomenografisk ansats. Resultatet visade att båda lärarna upplevde relationer som viktiga dels för att eleverna skulle vilja komma på lektionerna och dels för att de skulle känna trygghet att våga utföra utmanande övningar. Genom att titta på resultatet i ett relationellt perspektiv där relationer ses som ett oförutsägbart mellanmänskligt möte där det som sker här och nu avgör vilken riktning undervisningen tar. Det visade sig att lärarna lät undervisningen påverkas olika mycket av mötet med eleverna. Slutsatsen visar att relationer är viktiga för att elever ska kunna ges möjlighet att vara aktiva i undervisningen vilket leder till meningsfullhet och större potential att utvecklas. / This study intended to examine how teachers work with relationships and in which way that can affect the teaching in individual music teaching. This is a contribution to the pedagogical field where teachers’ competence to build good relationships in recent decades has received increased attention. The collection of data was made through observations and interviews of two teachers who in this study will be called Anna and Håkan. The material were transcribed thematically and with a phenomenographic approach. The results showed that both teachers perceived relationships as important partly because the students would like to come to the lessons and because they would feel safe to perform challenging exercises. By looking at the result in a relational perspective where relationships are seen as an unpredictable interpersonal meeting where what happens here and now determines which direction the teaching takes. It turned out that the teachers let the teaching be affected differently by the meeting with the students. The conclusion shows that relationships are important for students to be given the opportunity to be active in the teaching, which leads to meaningfulness and greater potential to develop.

Made available in DSpace on 2016-03-15T19:26:44Z (GMT). No. of bitstreams: 1 Sami Boulos Filho.pdf: 815593 bytes, checksum: dc99271dddfaca5f185c955471218f5a (MD5) Previous issue date: 2009-02-26 / Fundo Mackenzie de Pesquisa / The aim of this study is to identify and analyze the competences of managers regarding to their managing responsibility to stakeholders. It refers to the political competence dimension that influences the decision making process of professionals in managing positions and reflects the responses to the unbalanced interests. Societal competence definition of Holland, Ritvo e Kovner (1997), stakeholders concept of Clarkson (1995) and competence concept of Zarifian (2003) were considered as basis. The methodological strategy adopted was basic qualitative studies, proposed by Merrian (1998), and fundamental technique was semi-structured interviews with ten directors and three presidents of different organizations, from retail, chemical, publishing, finance, media, electronic, pharmaceutical, food, transport and technology. The group selection was conducted in order to assure managers in decision-making position, not necessarily working neither in the same organization, nor in the same market segment. The procedures of textual interpretative analysis and templates techniques have based the analytical process. Analysis of documents was also utilized, based on documents released by managers regarding their activities within stakeholders relationship. Results achieved show that managers restrict the number of stakeholders in their decision-making processes. They consider some of none or little relevance, apparently without taking into consideration the fact those stakeholders sometime may make use of the power they have against organizations. Finally, it was not identified the societal competence mobilization, as proposed by Holland, Ritvo e Kovner (1997). Otherwise, it was noticed some intent to search for information on stakeholders demands, restricted to those considered as primaries, and limited to those groups involved in a specific event. The competence development depends on a reflexive process, on balance practice, which will take place when managers review the meaning of their relationship with stakeholders. / O estudo realizado tem por objetivo identificar e analisar as competências dos gestores no que diz respeito à suas responsabilidades gerenciais para com os grupos de interesse da organização, os stakeholders. Trata-se de entender a dimensão política da competência que afeta as decisões dos gestores em cargos de direção e se traduzem em respostas aos desequilíbrios de interesses. Partiu-se da definição de competências de relacionamento coletivo de Holland, Ritvo e Kovner (1997), do conceito de stakeholders de Clarkson (1995) e da visão de competências de Zarifian (2003). Adotou-se a estratégia metodológica dos estudos qualitativos básicos, proposta por Merrian (1998), utilizando-se como técnica fundamental de análise entrevistas semi-estruturadas, realizadas com dez diretores e três presidentes de diferentes organizações, dos segmentos de varejo, química, editorial, financeiro, mídia, eletro-eletrônico, farmacêutica, alimentos, transportes e tecnologia. A seleção do grupo foi direcionada de forma a assegurar a presença de gestores que estivessem atuando nos níveis hierárquicos decisórios, não necessariamente na mesma empresa, tampouco no mesmo segmento de mercado. O processo analítico foi inspirado na análise textual interpretativa de Flores (1994) e na técnica de templates. Realizou-se também a análise documental, com base nos documentos fornecidos pelos entrevistados acerca das atividades que envolvem suas relações com os stakeholders. Os resultados alcançados apontam que os gestores buscam restringir o número de stakeholders; consideram alguns de pouca ou nenhuma relevância, aparentemente sem se preocupar com o fato de que tais stakeholders podem, em algum momento, exercer a força que possuem junto às organizações. Conclui-se que não foi identificada, pelos gestores, a mobilização das competências de relacionamento coletivo, como proposto por Holland, Ritvo e Kovner (1997). Porém, encontraram-se alguns aspectos pontuais na busca por informações acerca das demandas de parte dos grupos interessados, notadamente os stakeholders primários, e, assim mesmo, limitados aos grupos envolvidos em determinados eventos. O desenvolvimento de tal competência depende, porém, de um processo de reflexão, de exercício de equilíbrio, que só ganhará força no momento em que os gestores revirem o significado que a relação com stakeholders tem para eles.

In our independent work, the purpose for us is to gain an increased insight into the complex collaboration that exists between educators and guardians and to gain an increased insight into the relationship between educator and student. We believe that this is not a sufficiently explored topic in the after-school center and the challenge therefore lies in finding suitable literature that relates to our independent work. In this independent work, we start from our professional experiences in two difficult-to-assess dilemmas in school and leisure activities. Christopher's dilemma text is about his empathy for "his" student, and that Christopher chooses to tell a white lie to his student's mother to protect the student in question. Fredrik's dilemma text is similar to Christopher's, but the action differs from Christopher's text. Fredrik chooses to tell the truth to “his” student's mother in the belief of being able to see things in a larger perspective and thus create better conditions for the student's schooling. In our independent work, we have used methods such as: scientific essay writing and hermeneutic approach. The theories we have chosen to use are the relationship between educator and student, the relationship between school and home and ethical perspectives. We have then linked the theory part to our individual and joint reflections. Our study deals with the asymmetric versus the symmetrical relationships that exist between adults and children and the interpretive preference that adults have. We discuss the UN Convention on the Rights of the Child and how complex it is to decide what is in the best interests of the child and who can decide it. In the theory part that deals with the relationship between school and home, we highlight the problematic collaboration that exists between educators and guardians. We also highlight the collaboration with an intercultural perspective where cultures and traditions have a great impact. In the study, we write about how we can work to achieve a better collaboration with the homes. We also shed light on the concept of practical knowledge and how it can be expressed in our professional profession. Finally, in the theory part, we deal with ethics of duty, ethics of discourse, ethics of utility and ethics of proximity. At the end of our independent work, we write about our lessons from the study and concluding thoughts about what we learned during the work. Keywords: collaboration, communication, ethics, asymmetric / symmetrical relationship, leisure center, school, trust, dialogue, relationship competence, practical knowledge. / I vårt självständiga arbete är syftet för oss att få en ökad insikt i den komplexa samverkan somfinns mellan pedagoger och vårdnadshavare samt att få en ökad insikt i relationen mellan pedagog och elev. Vi anser att detta inte är ett tillräckligt utforskat ämne inom fritidshemmet och utmaningen ligger därför i att hitta lämplig litteratur som rör vårt självständiga arbete. I detta självständiga arbete utgår vi från våra yrkeserfarenheter i två svårbedömda dilemman inom skol- och fritidsverksamheten. Christophers dilemmatext handlar om hans empati för ”sin” elev, och att Christopher väljer att dra en vit lögn för sin elevs mamma för att skydda eleven ifråga. Fredriks dilemmatext är snarlik Christophers men handlandet skiljer sig från Christophers text. Fredrik väljer att berätta sanningen för ”sin” elevs mamma i tron om att kunna se saker i ett större perspektiv och således skapa bättre förutsättningar för elevens skolgång. I vårt självständiga arbete har vi använt oss av metoder som: vetenskapligt essäskrivande och hermeneutiskt förhållningssätt. De teorier som vi valt att använda oss av är relationen mellan pedagog och elev, relationen skola och hem samt etiska perspektiv. Teoridelen har vi sedan kopplat till våra individuella och gemensamma reflektioner. Vår studie behandlar de asymmetriska kontra de symmetriska relationerna som finns mellan vuxna och barn samt det tolkningsföreträde som vuxna har. Vi diskuterar kring FN:s barnkonvention och hur komplext det är att avgöra vad som är barnets bästa och vem som kan besluta det. I teoridelen som behandlar relationen skola och hem belyser vi det problematiska samarbetet som finns mellan pedagoger och vårdnadshavare. Vi belyser även samarbetet med ett interkulturellt perspektiv där kulturer och traditioner har en stor påverkan. I studien skriver vi om hur vi kan arbeta för att nå ett bättre samarbete med hemmen. Vi belyser även begreppet praktisk kunskap och hur det kan ta sig i uttryck i vår yrkesprofession. Avslutningsvis i teoridelen behandlar vi pliktetik, diskursetik, nyttoetik och närhetsetik. I slutet av vårt självständiga arbete skriver vi om våra lärdomar från studien samt avslutande tankar kring vad vi lärt oss under arbetets gång.