-- Initial Pedagogical Training of Trainers --

MODULE 3. COMMUNICATION AND DYNAMIZATION OF

GROUPS IN FORMATION
 TECHNICAL DATA SHEET

COURSE IDENTIFICATION:
Initial Pedagogical Training for Trainers
VERSION: 02
DATE OF THE LAST
21-10-2019
UPDATE:

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INDEX
TECHNICAL SHEET

MODULE STRUCTURE .....................................................................................................................................5

INTRODUCTION

PEDAGOGICAL COMMUNICATION

METHODS AND TECHNIQUES OF COMMUNICATION

COMMUNICATION STYLES

BARRIERS AND FACILITATORS OF COMMUNICATION

EFFECTIVENESS AND EFFICIENCY OF COMMUNICATION: ACTION STRATEGIES

ORGANIZATION OF THE TRAINING SPACE

COLLABORATIVE WORK ................................................................................................................................32

THEORIES, FACTORS, METHODS AND TECHNIQUES OF MOTIVATION

LEADERSHIP STYLES AND THEIR EFFECTS ON PEDAGOGICAL PRACTICE .............................36

ROLE OF THE GROUP ANIMATOR

THE FORMATIVE CONTRACT

PRINCIPLES OF NLP (NEUROLINGUISTIC PROGRAMMING)................................................................................40

TECHNIQUES AND STRATEGIES FOR CHARACTERIZATION OF THE FORMATION GROUP .....................................................44

DIVERSITY MANAGEMENT METHODS

MEDIATION PROCESSES .................................................................................................................................54

TECHNIQUES OF GROUP DYNAMICS AND CONFLICT MANAGEMENT.....................................................................57

INDIVIDUALITY IN THE LEARNING PROCESS .......................................................................................64

CONCLUSIVE SUMMARY

BIBLIOGRAPHY......................................................................................................................................................67

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MODULE STRUCTURE

Area of training 146 – Training of Teachers and Trainers in Technological Areas

Course Initial Pedagogical Training of Trainers

UFCD Training Module 3 Communication and Group Dynamics in

Training

Workload 10 hours

Objectives Understand a dynamic trainer-trainees-object of

learning, in a perspective of facilitating the processes of
training;

Understanding psychosocial phenomena, namely that of

leadership, resulting in groups in training context;

Manage different working groups, with strong conditions to enhance

discrimination and blocking learning;

Understanding the dynamics of learning individuality within

from a working group;

Recognize the importance of the mediator in working groups.

Contents Submodule 3.1. Communication and Relational Behavior (6h)

Submodule 3.2. Diversity in the Training Context (4h)

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 INTRODUCTION

This manual is part of the context of the Initial Pedagogical Training of Trainers (IPTF) and
consists of compiling a set of theoretical and practical indications aimed at
provide a pedagogical itinerary that translates into a structured training and the consolidation of
learning through an active method.

Considering that the performance in the FPIF certifies the individual for professional practice of
trainer functions, this third module aims to familiarize the trainee with the
importance of communication and training groups.

In the first part, regarding submodule 3.1. Communication and Relational Behavior,
The objective is to provide trainees with the knowledge underlying pedagogical communication, to the role

of leadership and collaborative work in training. The second part, which focuses on module 3.2.
Diversity of the Training Context aims to primarily equip the trainees with
knowledge about the main techniques for dealing with conflict and the individuality of each person.

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 SUBMODULE 3.1.

COMMUNICATION AND RELATIONAL BEHAVIOR

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 PEDAGOGICAL COMMUNICATION

It is not possible to not communicate... There is no behavior that is not communication.

Paul Watzlawick

Communication is one of the main dimensions in the human universe. The ability to communicate
offers every human being the possibility to achieve their full psychological and social development,
and allows the existence of groups, organizations, societies, and cultures.

According to Fachada (2003, p.12), 'to communicate is to exchange ideas, feelings, and experiences between'

people who understand the meaning of what is said and done”. Communication is one of the main dimensions.
human relations, consisting of a basic social process that makes life in society possible.
This universal, dynamic, cooperative, and active phenomenon enhances the interaction between individuals and groups.

referring to the set of verbal and non-verbal techniques that can influence the social environment.

Figure 1. The concept of communication.

The communication cycle (figure 2) is composed of the following elements:

Emitter - is the one who sends the message;

Message - the set of information transmitted;

Receiver - is the one who receives and decodes the message;

Code - is the set of signals used in the transmission of a message;

Channel - it is the means by which the message is transmitted (books, television, Internet, vocal cords,
to, among others).
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 Figure 2. Communication cycle.

The teaching/learning situation is an environment of communication par excellence. The success of

learning, the realization of pedagogical objectives, the affective climate, the motivational level of the group
The personal fulfillment of the trainer depends on the communication generated within the training group.

In this sense, pedagogical communication refers to the set of all interactions that occur.
establish between the trainer and the group of trainees, with the aim of achieving the objectives of
learning. Establishing good communication with and among trainees is essential for
create a good learning environment, facilitating motivation.

Imagine the following situation: on one side of a lake stands a person (the sender), who
intends to send a parcel (message) to another person on the other shore of the lake (recipient). It fits
to the sender the choice of the most effective means to send the message. In this case, it will be a boat (channel -

using the lake's water to move – message vehicle). When the trainer presents material
orally, it is acting as an emitter, with its message being transmitted through sound waves, through
of the vehicle and channel and directed to the graduating recipients. Each of the agents involved in this

the process has a set of properties or characteristics that influence more or less
directly to the quality of communication.

In personal interaction, both verbal communication (oral or written) and non-verbal communication (movements

facial and body expressions, gestures, looks, intonation, appearance, among others) are important for that the
the communication process should be efficient.

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If we focus on non-verbal language, as Ralph Waldo Emerson says: "What you do
speak so loudly that it is impossible to hear what you are saying." This phrase refers to the idea that it is not possible

not communicating is something we do even when we don't speak. Let's look at some related issues
with this type of communication.

Watch the video below, which shows how the body effectively speaks more than words:

APPEARANCE AND BODY LANGUAGE

Presentation and attire. Even before saying anything, the trainer has already been observed by the audience.

Therefore, presentation and attire constitute our first opportunity to communicate.

Body language. Body language is the process of communication in which physical states,
mental and emotional states manifest through bodily movements and unconscious gestures
(Nikitina, 2011). We can choose our words carefully, but body language betrays.
our true thoughts and emotions. Therefore, in many situations, what is said has
less impact than the way it is said.

Eye contact. The gaze is the most powerful communication tool. An effective speaker
one should be concerned with maintaining constant eye contact with the audience. It is not possible to establish

a good eye contact if you are glued to your computer screen or the projection screen. Neither
Neither of them has a soul.

Facial expressions. Facial expressions, particularly smiles, can facilitate communication.

and create empathy. As Mother Teresa of Calcutta said, "Every time I smile at someone it is a
act of love, a gift for this person, a beautiful thing.

Posture. To avoid any action that distracts the audience from what you are saying, avoid the following:
arms crossed; arms crossed behind the back, military style; hands on hips; arms hanging down
bent forward, below the waist; swinging back and forth.

Movement. Imagine that you are a theater actor and learn to master the 'stage': do not let yourself

pick up by the projection; do not read towards the projection; be careful with the jumps. Do not irritate the

audience! If you have space to move, do it!

Gesticulaçã[Link] é que sabe se pode usar ou não as mãos? A resposta é simples: não deixe de as
Use yourself to be natural. But pay attention to the tics! Avoid doing the following: putting your hands in your pockets;

fiddling with the keys or other objects in your pocket; fiddling with jewelry, hair or clothing; taking off

frequently move the front hair out of the eyes or tilt the head to do so; move
constantly with the pen or putting on and taking off the cap; scratching the face, the head or any other

part of the body; look at the clock; tap fingers on the table.

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VOICE AND DICTION

Henry Wadsworth Longfellow indicates that 'The human voice is the organ of the soul.' In this sense, it is

it is important to pay attention to the rhythm (not speaking too fast or too slow) and to the
volume (do not speak too loudly or too softly, modulating the voice when you want to call)
the attention to some issues.

LANGUAGE AND PAUSES

At the level of language, it is important to avoid errors, to avoid language vices, and to make the language more

vivid. Moreover, as Mark Twain states, 'The right word may be effective, but no one...
the word will be as effective as silence at the right time.

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 METHODS AND TECHNIQUES OF COMMUNICATION

Considering that the teaching-learning process occurs in a communication environment by

excellence, the achievement of pedagogical objectives, the emotional climate, the motivation of the group and the

the personal fulfillment of the trainer depends on communication. In this sense, to manage communication

positively and develop an effective relationship with the training group, the trainer must
to know the main foundations of the communicative process. In general terms, to communicate means to know
issue, know how to listen (active listening), create empathy and adapt verbal language to non-verbal language.

To know how to issue implies:

The knowledge of the purpose of communication;

The mastery of the subject;

The mastery of linguistic code and avoidance of ambiguity;

The transmission of clear and precise ideas;

The correct articulation between what is said and non-verbal language;

The correct use of space;

Eye contact with trainees as a way to reinforce the persuasive power of words.

Active listening implies:

The attentive listening to all opinions;

A calm and receptive attitude;

The non-interruption of the interlocutor's communication;

The management of silences without anxiety;

The manifestation of attention through reinforcement with non-verbal communication;

The encouragement of the interlocutor's participation with questions and clarifications.

Creating empathy implies:

Or placing oneself in someone else's shoes;

Active listening and receptivity to communication;

Affective communication with another person;

The adjustment of vocabulary and language to the type of recipient;

The feedback acquisition.

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Adapting non-verbal language to verbal language involves paying attention to the following aspects:

Gestures;

Posture;

Facial expressions;

Tone of voice;

Rhythm.

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 COMMUNICATION STYLES

Communication styles constitute a personal way of perceiving interpersonal situations and

They can vary depending on the situation, but there is always one that prevails. Researchers have identified

four basic styles of communication: aggressive, passive, manipulative, and assertive. In practice, the
pessoas têm uma mistura entre estes quatro estilos e diferentes situações podem exigir diferentes
styles to be effective.

The aggressive style

The aggressive communicator sees themselves as superior and requires others to do what they want.
a high need to showcase their skills, this type of communicator tends to be
excessively critical, not listening to others, using irony and monopolizing communication, being the
your main objective is to submit others to your will.

Due to this dominating and tyrannical attitude, this communicator speaks loudly, bulges their eyes, and points.
fingers, feels like the center of the universe, acts as if it were untouchable, thinks it knows everything (and that it doesn't

there is nothing to learn from others) and constantly interrupts, not allowing others to give
your opinion.

For this reason, they rarely manage to create trustworthy relationships and attribute their own to others.

feelings of aggression, blaming oneself for their own feelings of hostility.

Although this style of communication can be effective in crisis situations, in normal situations the
Aggressive communicators tend to alienate others and generate counter-aggressions. The origin of aggression
you can relate to frustration regarding the past (when you have to face it, you attack the
others) and the desire for revenge (because it does not forget or resolve old conflicts).

The passive style

The passive communicator considers themselves inferior and feels that others know more than they do, submitting themselves.

at your will. Rarely speaks, always agrees with what others say, does what is required of him, avoids the
conflict at all costs and wants to please everyone, tending to ignore their rights and feelings (is
a kind of "chameleon".

Due to their insecurity and submission to others, the passive person is usually shy, absent, and
anxious, frequently presenting symptoms of a psychosomatic nature, such as headaches,
tremors, sweating, fatigue or irritability. Other signs include the fact of biting nails, fidgeting

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the facial muscles grinding teeth, tapping fingers on the table, constantly moving feet,
maintain an artificial and rigid posture, present a rehearsed speech, and rarely be spontaneous.

As a consequence, passive communicators tend to develop low self-esteem.

harboring long-term feelings of resentment (they feel exploited by the other) and losing respect
on their own. This style of communication may, however, be suitable in situations where not
there is a lot at stake (as happens when avoiding conflicts with aggressive people who will not take
to any results). The origin of passivity may be related to the misunderstanding of the
power relations or with the fact that rigid education did not allow him to affirm himself
personality.

The manipulative style

The manipulative communicator is characterized by maintaining a tactical relationship with others, taking advantage of the

better party of the system and adapting it to their needs and interests. The manipulator does not
involves in interpersonal relationships, always tries to manipulate others, never shows their own
true intentions and is very 'theatrical', presenting differentiated speeches according to its
public

The manipulator tends to devalue the other (through humorous phrases that denote intelligence and
culture), manipulates information, often resorts to simulation, is an expert in rumors, shows
always good intentions, engages in moral blackmail, is more inventive at creating conflicts in the moment

more appropriate than to reduce the tension within the group.

As a consequence, one loses credibility with others when the tricks are discovered, it can
seeking revenge if you have the power to do so makes it difficult to regain others' trust.
the origin of manipulation can be related to growth in a very manipulative environment (by
sometimes the only way to achieve the goals.

The assertive style

Assertiveness consists of the ability to express a personal point of view with clear arguments and
objectives, avoiding the attribution of double meanings by the interlocutors. The communicator
assertive is able to defend their rights and express their viewpoints openly and
honest, has respect for oneself and for others (does not have any feelings of superiority or
inferiority) and is always open to negotiation. It is a person who expresses themselves confidently,
objective and constructive, accepting points of view different from your own and respecting differences.

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Some characteristics of assertive behavior include ease in face-to-face relationships, the
authenticity with oneself and with others, negotiation based on realistic goals and
mutual interests, the establishment of relationships based on trust and not on domination or
calculism.

In most situations, assertive communication, along with direct eye contact and a
honest non-verbal language can produce more satisfactory results than communication styles
described above. The assertive style is particularly effective when it is necessary to say something
unpleasant to someone, when it is necessary to give negative responses, in the face of criticisms/accusations or

when one intends to ask someone for something unusual.

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 BARRIERS AND FACILITATORS OF COMMUNICATION

About 60% of problems in relationships stem from poor communication. Some inhibitors of
Interpersonal and communicational relationships include personal, semantic, and physical barriers.

Personal barriers

Physical disabilities (namely auditory and visual);

Physical and emotional states of stress and fatigue;

Stereotypes, beliefs, and prejudices;

Distraction, disinterest, or indifference manifested by the interlocutor;

Concern only in making oneself heard;

Resistance to change;

Selective perception;

Halo effect (the possibility that the evaluation of one item may interfere with the judgment about
other factors).

Semantic barriers

The difficulty in expressing certain concepts or ideas in a simple and clear manner.
unknowns;

Inadequacy of language to the sociocultural universe of the interlocutor;

Use of ambiguous words or expressions;

Complexity of the message;

Relevance of the message;

Use of different codes.

Physical barriers

Noise;

Lighting conditions;

Speak with two or more people at the same time;

Lack of context.

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Communication and relational enhancers include knowing how to speak, knowing how to listen, knowing
ask, feedback, self-esteem and empathetic attitude.

Knowing how to speak

Clarity, objectivity, and simplicity in the language used;

Adaptation of language to the target audience;

Verbal communication congruent with non-verbal communication;

Avoid expressions of negativity or rejection;

To be convincing, confident, and inspiring;

Always obtain feedback when possible.

Knowing how to listen

Availability and interest;

Start listening from the first word;

Listen carefully to all opinions;

Focus on what is being communicated, without rushing to guess what the

interlocutors will say;

Manifest your attention and receptivity through behaviors and verbal signs;

Manage the silences without impatience or anxiety;

Do not interrupt the interlocutor's communication, letting them finish;

Formulate questions in a way that encourages the interlocutor's participation and elicits clarifications.

about what he wants to express (reformulation).

Knowing how to ask

Open questions allow for freedom of expression and are an invitation to speak;

Positive questions are directed at what people know and what they enjoy most.

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Ability to give and receive feedback

Give neutral feedback (in a descriptive and not evaluative manner), concrete (objective and specific and not

general), timely (the recipient must be available) and direct (addressed to the involved person);

Receiving feedback: try not to make immediate judgments, focus on the essential part of
message, to be receptive to listening until the end before responding, to use reformulation (technique
humanist) with the interlocutor to confirm the received message.

Self-esteem

People with self-esteem establish more positive human relationships, not living
dependent on the approval or criticism of others;

High self-esteem may be related to good psychological adjustment, stability.

["emotional","activity","curiosity","safety","self-confidence","cooperation","flexible thinking"]
sense of humor and good academic or professional performance.

Empathetic attitude

The ability to put oneself in another's shoes allows for understanding feelings and
behaviors of another person, imagining oneself in the same situation or circumstances.

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 EFFECTIVENESS AND EFFICIENCY OF COMMUNICATION: ACTION STRATEGIES

Efficiency and effectiveness are two terms that are often used interchangeably, but they have different meanings.

different: effectiveness relates to the objective/result achieved and efficiency refers to the means
through which we reach the objective/result (seeking to perform tasks with excellence). In this
In context, the trainer should adopt certain behaviors and attitudes that enhance communication.
effective and efficient information.

Effective communication is associated with the goal of conveying a message with meaning.
In this regard, the communicator must:

Having a clear and detailed knowledge of what you are going to convey;

Establish the objectives you aim to achieve with communication;

Take into account the double meaning and the content of the message;

Argue the ideas;

Engage in active listening, showing interest in the message of the speakers;

Create an empathetic atmosphere.

Efficient communication, in turn, is related to the means used. The communicator

efficient must:

Provide the contents gradually (from simple to complex, from the known to the unknown)
unknown, from the general to the particular, from the concrete to the abstract;

Knowing how to expose oneself to the group, showing ease, friendliness, and openness, using appropriate language.

appropriate and resorting to humor;

Develop a healthy relationship with the graduating group;

Demonstrate technical-professional competence;

Demonstrate motivation, dynamism, and energy.

Next, we leave some suggestions for communication strategies and group engagement.
suitable for each moment of the training.

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Session start

Um bom comunicador nem coloca a hipótese de não ser o primeiro a chegar.

Only then will you have time for yourself and ensure that everything is ready for the

great presentation! Arriving early will allow you to greet the

your "guests" and increases the feeling of belonging to the group. That's why,
arrive early!

If you have the opportunity and it's advantageous for your presentation, change the

room arrangement. Sit in the participants' place and see if there is no

problems with the angle of view, passage or obstruction of the projection.

Organize your material according to the order of the presentation! Don't have everything scattered around.

table as if you were at home. Be professional even in organization. Being organized increases your
credibility.

Turn on your computer and check if the projection is of good quality. Adjust the image. You must decide where.

place the projector so that participants can see the projection well and can move around.

Pay attention to the length of the connection cables. Often, they are short and you can't
move or you have to read through the screen. If necessary, buy a longer cable and avoid this problem.

In high competition, like in the business world, big differences are made.
precisely in the work of details and in the vision we are able to imprint on them
small things that our adversaries underestimate.

- Morais and Mendonça (2006)

The speaker's preparation work will be of no use if they are not at their best on the day of the
presentation. Achieving excellence in the act of communication is difficult because there is a diverse set of

aspects that can contribute to the success or failure of the presentation. Pay attention to the
details and start even before you start talking.

The most important aspect of public speaking is the audience. At all times during the process
in preparing and delivering a presentation, it is essential to keep in mind that we are speaking to
an audience and not just for ourselves. If the goal is to entertain, inform, or persuade,
we must try to reach our listeners by adapting our speech.

Qual é a média de idades e o contexto educativo da audiência? O estado civil? O género? A profissão?
What do you know about your ethnic diversity? Your regional characteristics? Do you know anything?

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about your interests? Values? Religious beliefs? Political perspectives? What are the elements
Do the audience know? What do they want to know? What are the reasons for listening to them?

If you do not know who your audience will be, you will have to guess the answers to these questions. However,
If your audience is predetermined, you can gather information through questionnaires or other types.
of research and tailor your speech to the concrete interests of your listeners. Your efforts will be
rewarded for the feedback you will receive for an interesting and sensitive presentation.
audience.

Imagine that, on a special occasion, someone hires a famous chef to prepare a

delicious meal for some friends. Will the cook start preparing the meal right away or
try to find out the reasons for the celebration, to know who the friends are, where they come from, what they

Characterize? Prepare a beautiful dish of fish or meat and all the friends are vegetarians.
perhaps it is not the best option.

Also in a communication, no matter how "tempting" it may be

be the dish we have to serve, this will only be

truly appreciated if it meets the
needs and expectations of those who will savor it. The
the role of the presenter is to anticipate the wants and the

participants' needs and surprise them with a

appetizing starter, a first and a second course with
level off and finish with a dessert that will be remembered for
many and long years.

Pina (2011, p. 49)

Capte a atenção

The introduction of a presentation is its most important part, because it is the moment when
it establishes a relationship with the audience and captures their attention. Therefore, it must start well and show

to the participants who are worth giving attention to. Due to the halo effect, the first
impressions should not be underestimated. Think carefully about what you are going to say at the beginning, because the first

30 seconds make a difference.

Instead of using phrases like 'Today we are going to talk about...' or 'My topic is...', some techniques you can

to use are humor, surprising statistics, questions (rhetorical or direct), stories, references to
current events, illustrations, analogies, audiovisual resources, and quotes (from famous people, books or
The initial technique to capture the audience's attention should not take more than 1/3 of the time.
total of the introduction.

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Motivate the audience

Show how the theme relates to the elements of the audience and why it is important
for them. By this time, due to your prior analysis of the audience, you should already know enough to know
what can lead participants to accept your message. Use this information to show
that the presentation was prepared with them in mind. This part of the introduction should answer the question:

"Why should the audience listen?"

Example. "Throughout this course, we will have to make some oral presentations. Through my
research, I found that 80% of people do not like to speak in public and that speaking in public is the
second biggest fear of the remaining 20%. Based on this information, I know that what I am going to share with

you will help them feel less afraid in the coming weeks.

Establish your priority

Tell the audience what makes you an expert on the subject. You can mention your degree, professional training,
research projects or personal experiences that make you a credible speaker. This part of the
The introduction should answer the question "Why should the audience listen to me?"

EXAMPLE. "My mother was diagnosed with multiple sclerosis five years ago and since then, I started
studying the disease to better understand what to expect from my mother's diagnosis now and in the
future.

Make a summary of the main points

Listing the main topics you will cover during the development of your speech may seem
it's an exaggeration. However, for the participants, this visualization serves as a valuable guide that

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it helps you focus more easily on each point and better follow your reasoning during the
presentation. The audience should know the topics of the presentation and the order in which they appear.

EXAMPLE. There are many reasons to donate blood, and today I will focus on two of them, the benefits to the
other people and the personal benefits for those who donate blood.

The concern for details makes the presenter appear more organized and professional.
Through the website [Link], a global community aimed at the dissemination of ideas, it is possible
check that the details can, indeed, make all the difference.

Just as a pilot has to pay attention to detail before taking off (checking if everything is in place)
order), the presenter must prepare himself properly to avoid a disaster that could happen to him
it can be costly and to the crew. Steve Jobs, for example, spent hours preparing just one slide.
After all, the detail is the key to success!

Unrolling of the session

The content of a presentation is like the plot of a movie and what will support it.
mensagem. É preciso selecionar as cenas e prepará-las separadamente para que o filme seja um sucesso
from the ticket office. If you want to win an Oscar, prepare your presentation's script well and make it

memorable!

Regarding the contents, you should research relevant and up-to-date information, taking into account

consideration that the world is in constant evolution. What you learned yesterday may no longer be useful today.
Procure, read, investigate and keep yourself updated!

The easiest resource is the Internet, but you must choose wisely. Look for credible sites and blogs, subscribe

newsletters and participate in forums, blogs, and social networks. Scielo ([Link] for
example, it is an electronic library with scientific literature in electronic format (including in
portuguese)

Books are one of the best ways to acquire knowledge. However, time is precious and does not
we managed to read them all. Choose those that seem most relevant to the topic. Read books in
English, diversify and broaden your horizons! There are online libraries with free documents for everyone.
We recommend o Project Gutenberg [Link] Google Books
([Link] Read Print ([Link] Open Library
([Link] and Get Free e-Books ([Link]

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Consult technical magazines and newspapers, which are undoubtedly one of the best ways to stay updated.
updated. You can consult some websites on the Internet that contain online databases, such as the
Directory of Open Access Journals ([Link] or o Google Scholar
([Link]

Attend conferences and seminars that you consider relevant, paying attention to the speakers and the

themes. Choose carefully if you do not want to waste money. The webinars are also a
ways to update oneself without leaving home are gaining ground. In fact, some are free and
maintains credibility.

Don't forget to take notes, which you can do using specific software like Evernote.
([Link] which allows you to store documents online and take notes.

Meanwhile, after choosing the topics and doing the research, remember to ask the following questions:

Are the topics in line with my overall objective?

Are the topics appropriate for my audience?

Are the topics appropriate for the context of the presentation?

Can I expect to inform or persuade my audience during the allotted time?

When conducting research on a topic, one should seek different types of material support to
use in the presentation, in order to make it clearer, more vivid, and credible. A support will be clear if it helps

to explain, amplify, or illustrate an idea, it will be vivid if it offers intense and memorable emotions and,
Finally, it will be credible if it is based on relevant sources.

We can divide this type of support into five general categories: quotes, facts, narratives, metaphors.
and testimonials or case studies.

A QUOTE aims to be illustrative, providing a second voice that echoes your ideas.
and offers a concise and memorable paraphrase (that is why it is remembered and repeated). Use quotes
shows your knowledge and preparation and increases credibility, as it implies that the
a person who is quoting agrees with your arguments.

I make others say what I cannot say as well, either due to the weakness of my
language desires for the weakness of my senses.

Michel de Montaigne

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If you are using audiovisual resources, write the citation on a slide and let the audience read it.
This creates a pause in your vocal presentation and allows you to read notes, drink water, or organize the

thought.

On the Internet, we can find various sites with quotes, such as

[Link], [Link] or [Link].

FACTS AND STATISTICS lend credibility to our ideas. It is common to use statistical data when
It is intended to show the effect of a specific concept on others.

Always be careful when using statistics, ensuring that they come from a credible source! Do not
support only with numbers to make your point. One strategy is to use then a
exemplo para que a audiência entenda claramente o significado dos números apresentados. Não use
complicated numbers and use visual aids to show them.

In case you need data about Portugal, you can consult Pordata ([Link]

Narratives are an integral part of our growth. The use of this support can enrich
presentations, as they capture attention, allow for the establishment of an emotional connection
with the audience and helps to build bridges with other themes and learnings. If possible, tell stories
real with real people.

Metaphors and analogies facilitate the transmission of the message because they constitute a form

different from seeing the world. This resource allows others to create mental images that help them to
understand what we want to convey. This is the case, for example, of metaphors that establish
bridges between cooking or the argument of a movie with the preparation of a presentation.

CASE STUDY OR TESTIMONY can serve as a practical example that establishes

a bridge between the real and the potential needs of the audience. The presentation of case studies
adds credibility and authenticity to the presentation. These can be presented directly
by a witness, in written form or through a video or audio recording. The materials of
support not only gives life to the message but also provides the audience with a reason to support its conclusions.

But be selective, don't overwhelm the audience!

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After the success of the introduction, you can't ruin everything. Therefore, you should resort to some
techniques that maintain the quality of your speech. You cannot want to introduce everything in the introduction

the existing knowledge on the topic. One must choose carefully what to present, because time is
Precious and the message will not get through if it is not simplified! You may run the risk of being accused of lack of

precision or depth, but it is a risk that you have to take.

You must decide what could best motivate the participants and their real needs, choosing
Well, what cannot be overlooked. But don't forget that the information must be credible.
Keep the language clear and simple. Simplify everything you can! Here are some possibilities.
to organize your ideas:

Logic;
Chronological order;
From the general to the specific;

From the known to the unknown;

To universally accept the controversial;
Cause/effect;
Problem/solution.

Considering that public presentations take place in a communication environment

excellence, the achievement of goals, the affective climate, the audience's motivation, and personal fulfillment
The speaker depends on communication.

In this sense, to manage communication positively and develop an effective relationship with the
audience, the speaker must understand the main foundations of the communication process. In broad terms,
communicating involves knowing how to express, knowing how to listen (active listening), creating empathy, and adjusting verbal language

to non-verbal language. Adapting non-verbal language to verbal language involves paying attention to
following aspects...

Gestures;
Posture;
Facial expression;
Voice tone;
Rhythm.

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About 60% of problems in relationships arise from poor communication. Some inhibitors of
interpersonal and communication relationships include personal, semantic, and physical barriers. The
Communication and relational enhancers include knowing how to speak, knowing how to listen, knowing how to ask.

feedback, self-esteem, and empathetic attitude.

Keeping the audience's attention is not an easy task. But it is possible! Considering that time
maximum attention span is 10 minutes (Medina, 2008), include different stimuli after this time
(history, video, music, humor, exercises, questions, statistics). The use of diverse techniques
it also gives greater dynamism to the intervention and meets different learning styles.

And do not forget that the audience's availability to listen will be greater the more it is
the perception of the benefits you may have. If you can adjust the presentation to your needs,
it will be easier to maintain attention. Therefore, do not forget to motivate the participants. Without motivation

there is no learning!

Just like when you go on a trip and have to look at the signs to know where you are,
you need to guide the listener using expressions that tell them where they are going. Say when
it has finished one point and will start another. It may be redundant in writing, but it is very useful in

oral presentations. Experienced speakers also make a clear pause, change position and the
tone of voice when transitioning from one topic to another.

Although summaries and repetitions are underestimated, it is important to do them, especially regarding what is said.

respect for the central points of the message that one wants to convey. Remember that repetition is
fundamental for memorization. Equate making summaries with strategies different from the ones you used
to present the message.

Whenever possible, make connections. Find examples, create stories, and seek information that
relate to the needs and interests of the participants. Don't miss the opportunity to relate.
your message with contributions from the participants or with current news. Your presentation will
become more timely, real, personified, and interesting.

Closing of the session

The closing of the session is 'the cherry on top of the cake'. If it doesn't end on a high note, the success of the

presentation may be at risk. Your conclusion should be specific, rehearsed, and reinforce all the
main themes of your speech. Be careful and finish your speech shortly after having
indicated that it is going to end. If you talk for too long, the audience may become confused with the information and

lose patience or interest.

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Do not spend more than 1/8 of your total presentation time on the conclusion. For example, if you talk for
7 minutes, your conclusion should not take more than 45 seconds.

A conclusion should have three objectives: to mark the end, to summarize, and to create a memorable ending. These three

elements are necessary in informative presentations or when speaking off the cuff. For
persuasive presentations must include a call to action.

Marking the closing moment is important for the audience, so that they can prepare for the end of the
your speech and hear again the main topics of the presentation.

As such, it should use a short expression that signals the end, such as 'To conclude', 'Now that already

we saw

Your final summary should be almost identical to the summary you made at the beginning. The difference is that now this

The summary will be made in the perfect past tense. You can rephrase this summary in any way you want since
that it remained in the perfect past and included the main points.

EXAMPLE. "There are many reasons to donate blood and today I focused on two of them, the benefits for the

other people and the personal benefits for those who donate blood.

If you are speaking for a long period of time (an hour or more), you can use a summary.
at the beginning and end of each main point or module. If there are many topics, they should be organized.
in the audience's mind.

In persuasive theory speeches, one should add a sentence that appeals to action and is
specific enough for the audience to know what is expected of them if they accept your message
persuasive.

EXAMPLE. "I would like each of you present here to consider donating blood on Tuesday.
while the Red Cross is at the university, from 11 AM to 4 PM. Remember that giving
blood can save up to 10 lives a year.

All good presentations end with a memorable statement that leaves the audience with.
feeling that you delivered a good speech from start to finish. Always think carefully about the opening sentence and

Finally, to start and end on a positive note.

The quotes are examples of memorable endings that can work well in the speech. If it started with
a joke, for example, you can mention it again and add another ending. If it started with a
story, now tell how it ends.

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 ORGANIZATION OF THE TRAINING SPACE

The trainer should become familiar with the location where they will 'perform' and with the available equipment.

because these factors are directly related to the type of strategies that can or cannot
being adopted and with greater confidence during the intervention.

If you have the opportunity to visit the location where your presentation will take place, do so. The very
football teams carry out adaptation training to the pitch and lighting, even when already
they know the place. If you cannot move, ask for detailed information on this topic! A
to follow, some questions to be raised regarding the presentation space are described.

What will the layout of the room be? Will there be tables for group work?

Where will the table for the presenter be placed? Will I have space to move around?

Where will the projection equipment be? What is its quality?

What is the lighting in the room? Does natural light interfere with the projection?

What type of flooring does the room have? What type of footwear should I wear?

The organization of the training space is an extremely important theme, reflecting the very
role of graduates in the educational process. The space must be adapted to the graduates and to
context of the training, taking into account aspects such as room preparation, the arrangement
of places and teaching resources, the theoretical or practical nature of the training, the time and duration
of the formation. The goal is to maximize the potential of the space so that it contributes to a
learning environment that facilitates the learning and comfort of the learners.

The arrangement of tables and chairs in the traditional format

(with the graduates one behind the other and facing towards the

The framework highlights the passive role of the trainees.

before knowledge, whose transmission is perceived
as an act of sovereignty. This type of format allows
accommodate a larger number of people, but it is not expected

a frequent participation of the audience. Currently, this

type of organization of space (theater format) is no longer viable, as it is recognized that the
graduates are not a 'blank slate', they bring prior knowledge and assume an active role
in the process.

The U-shaped disposition, on the contrary, is a configuration that facilitates communication: the elements

they are face to face and are all at the same level, which promotes interaction and debate.

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One of the disadvantages is related, for example, to the fact that the seated participants
they have to turn sideways to watch a movie.

The circular format can also be viable when there is a small number of graduates.
room. This is the best organization to promote debates, because all participants can
visualize, they are at the same level and the group's interaction is maximized. However, the
students must travel in cases where it is necessary to watch a video or when the
the trainer goes to the board.

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 COLLABORATIVE WORK

Collaborative work presupposes a joint action aimed at the same goal. Starting from a
common goal, two or more individuals converge efforts for planning, execution, and evaluation
of activities, even though each one has a specific role. In fact, collaborative work
involves the action of the subject on the individual level and on the collective level, for which he is responsible for

own learning and co-responsible for the development of the group.

This strategy is widely used in the educational context, as it promotes interaction and
sharing of knowledge and stimulates collaborative learning, described by Morgado (2001, p.128)
how:

(...) a type of learning that results from individuals working together, with
common objectives and values, putting individual competencies at the 'service' of the group or the
learning community (…) and does not mean 'learning in a group', but the possibility of
individual benefit from the support and feedback of other individuals during their journey of
learning.

In this regard, it is necessary to pay attention to some aspects when intending to promote work.
collaborative, for which it should be:

Ensure efficient communication between the group members;

Adopt a collaborative and constructive attitude;

Ensure the organization and updating of what is produced;

Energize the group's effort;

Openness to negotiation and acceptance of other points of view;

Evaluate the work done.

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 THEORIES, FACTORS, METHODS AND TECHNIQUES OF MOTIVATION

Motivation, derived from the Latin term movere (to move), consists of the set of forces that mobilize the
person to achieve a specific goal in response to a state of need or deficiency
imbalance (Chiavenato, 1995). Thus, the concept refers to what is susceptible to move the
individual, producing in him a behavior oriented to achieve an end.

Maslow's hierarchy of needs is one of the most well-known motivation theories. According to
the author states that human needs follow a hierarchy: at the base are the needs
lower needs (physiological or basic needs) and at the top are the higher needs
(self-actualization needs).

In accordance with Maslow, the five levels to be 'scaled' by humans are the following
(see figure 2):

1. Physiological needs. They relate to the human being as a biological entity with
needs such as staying alive, breathing, eating, resting, drinking, sleeping, having relationships
sexual, among others;

2. Security needs. They are associated with the importance of physical security, of the
employment, family, health, property, among others.

3. Social needs. They are related to the need to maintain human relationships.
harmonious (friendship, family, intimate relationships, among others);

4. Needs for esteem. They refer to the need to feel worthy and respected by
us and for others. This also includes the needs for self-esteem;

5. Needs for self-actualization. They include personal fulfillment, being what one can be,
do what you like and make the most of your potential.

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 Self-actualization
(be that which is)
it can be)

Estimate
(self-esteem, confidence)
conquest, respect

Social
(friendship, family, sexual intimacy)

Segurança
security of the body, of employment, of resources,
morality, property, family, health

Physiological
["breathing","food","water","sleep","sex","homeostasis","excretion"]

Figure 2. Maslow's Pyramid.

Motivation is a fundamental factor in all aspects of life, including education.

For this reason, it is necessary for the trainer to adopt some methods and techniques to motivate (= create a will,

to draw attention to the graduates, namely:

Knowing how to motivate oneself first and promote one's self-esteem;

Establish a harmonious relationship with the group;

Keep communication channels open;

Set ambitious yet achievable goals;

Communicate the session objectives;

Contextualize and substantiate the interest/applicability of the themes;

Properly reinforce interventions in real time;

Provide new experiences;

Schedule the sessions based on the information about the trainees;

Consider the examples given by the graduates in the development of the topics;

Provide support and motivate whenever necessary;

Promote the autonomy of the trainees;

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 Respect the graduates, be spontaneous and authentic;

Adjust the language to the recipients;

Resorting to humor, since, when appropriately contextualized, it facilitates the evocation of

subject to be addressed;

Be creative;

Frequently rely on everyday examples to reinforce theory;

Diversify teaching methods and techniques.

Moreover, the new teaching-learning perspectives would sum up some principles.

common psychopedagogical aspects to all teaching-learning tasks, which also function as
estratégias de motivação dos formandos:

Establish the idea of a set of the task to be learned;

Relate the knowledge and skills to be acquired with those already acquired.

Guide the trainees' attention to the new elements of the task to be learned.

Encourage the participation of the graduates;

In the early moments of learning, guide the trainees, but remove

progressively this guidance, in order to allow them to take responsibility for their own
learning;

Create conditions that develop the capacity to transfer knowledge and

skills to new situations;

Providing feedback that develops in graduates the ability to self-assess;

Create an affectionate atmosphere conducive to learning;

Assess the learning of the trainees and the effectiveness of the trainer's performance.

[Link]

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 LEADERSHIP STYLES AND THEIR EFFECTS ON PEDAGOGICAL PRACTICE

According to Chiavenato (2006), leadership consists of the process of exercising influence over the
people or groups with the aim of achieving goals in a given situation. In this sense, the
the concept refers to a phenomenon of interpersonal influence that, through the communication process
human, guides people or groups towards the achievement of certain goals. The management
the training space by the trainer can translate into different leadership styles and environments
pedagogical, which are decisive for the group's responses.

Authoritarian style

In this style of leadership, the trainer concentrates all decision-making power regarding the objectives.
contents and methodologies (says what to do, when and how), focusing on the program and
developing a directive attitude towards the contents (program-centered) and the networks of
communication (being the emitter and receiver of messages). By the imposition of its status, this
This type of leader remains distant from the group, sanctions distractions and interactions, points out mistakes, does not

reinforces successes and evaluates individually.

As a consequence, there is tension, frustration, and aggressiveness within the group, there is no expression of

conflict (which remains latent), the atmosphere is negative, motivation and satisfaction are at very low levels
low, productivity is high only when the leader is present and there is no room for the
spontaneity, creativity, and initiative.

Liberal style

The liberal trainer focuses on the relationship with the trainees, maintaining a non-directive attitude.
regarding the content and the communication networks (it presents the tasks but the group has the power to

decision regarding work methods). Due to the group's fear, this type of leader remains aloof from
group, does not coordinate, does not take initiative, does not promote group cohesion and does not control the

results, resigning from your role as a leader.

In this way, the group's production is not satisfactory and the communication is high, which may become
anarchic and lead to the demotivation and discontent of the group members. The tasks
they develop irregularly, a lot of time is wasted on discussions (often
related to personal issues and not work), the leader is little respected and there is a certain
trend towards individualism.

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Democratic style

The democratic trainer does not concentrate the decision-making power in themselves, delegates responsibilities and distributes

the decision-making power, valuing creativity and initiative. The group participates in setting the objectives.
and working methods. Although being attentive to the tasks and deadlines to be met, the trainer is vigilant.
regarding the group's displeasure or fatigue. This type of leader maintains a non-directive attitude
in the face of the contents, but it is directive regarding the management of communication networks, existing

alternation of roles between sender and receiver within the group.

The preference for this type of leadership leads to high productivity and a socio-affective climate.
positive, to the motivation and satisfaction of the group. There is a notion of group identity, the communication between

the leader and the elements are spontaneous and creativity is stimulated.

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 ROLE OF THE GROUP ANIMATOR

The facilitator is the person capable of stimulating the active participation of the group members and making an impact.

a greater sociocultural dynamism at the individual and collective level. It represents the soul and the strength of

group cohesion, as the participants relate to one another in the image of

relationship they have with the animator. The main task of the animator is to facilitate the
development of factors that promote group cohesion, creating an environment of trust and
propitious to communication. Thus, the facilitator must be able to recognize and help overcome the
factors that could potentially destroy the group, such as members constantly being late or the
formation of small groups.

As an animator, the trainer should have a semi-directive posture, be a facilitator and mediator. Therefore,
should focus on people and the group, creating a group dynamic, promoting discussion and
valuing the experiences and performance of each graduate.

The main functions of the animator in relation to the group are as follows:

Production. The animator/trainer must ensure that everyone understands and accepts the objectives.

from the training, guiding the group in a joint effort to achieve it;

Facilitation. The facilitator/trainer must clearly define the means (operating standards
and behavior rules) that facilitate the achievement of objectives, making them known
and oils everywhere;

Regulation. The facilitator/trainer must manage the internal life and communication of the group.

regulating personal exchanges/conflicts and ensuring the group cohesion necessary for achieving
two objectives.

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 THE TRAINING CONTRACT

The formative process presupposes the celebration (even if implicit) of a contract between the trainer
and the training group. In a simple way, the training contract refers to the set of
behaviors of the trainer that are expected by the trainee and the set of behaviors of the
forming expectations by the trainer, presupposing the creation of expectations. The group is
co-responsible for the creation of this contract, which must result from negotiation and mutual agreement between

the involved parties.

In this way, the training contract is not something imposed by the trainer in relation to the group,

resulting before the discussion and dialogue. Although it is built within regulatory limits
for each entity, the contract must always be agreed upon between the trainer and the trainees. Notwithstanding

some degree of variability, this negotiation may include aspects such as the contents to be addressed, the
methodological dynamics, the objectives or the evaluation.

The animation of training should contribute to the cooperative role of the learning subject and, in this
In this sense, it is important that the trainer sets an example by honoring the contract made with the group. From this

The training contract determines the very dynamics of the group and the type of communication.
established between trainer and trainees, promoting participation and collaboration.

The formative contract thus presupposes a commitment between freedom and responsibility, in
to the extent that both parties must be responsible for fulfilling the contract entered into and, the same

Meanwhile, the agreed norms must be based on respect for others and democratic negotiation.
Trainers and trainees with the ability to discuss the methods and norms of the training process
will have a greater propensity for the construction of knowledge, for creativity, for freedom, and for
autonomy.

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 PRINCIPLES OF NLP (NEURO-LINGUISTIC PROGRAMMING)

Neurolinguistic Programming (NLP) is an applied science that is based on the structure of

subjective experience and its interference in learning and behavior. More specifically,
NLP refers to the set of techniques that allows for understanding and changing internal processes.
personal through the identification of verbal and non-verbal language patterns that trigger the
our reactions.

The pioneers in the study of NLP were John Grinder (linguist) and Richard Bandler (a graduate in
mathematics and psychology), which showed how programming, neurology, and linguistics interact
to create the subjective reality and behavior of an individual:

Programação: forma como organizamos as nossas ideias e ações para produzir resultados;

Neuro (mind and neurology): all behaviors arise from neurological processes of
sight, hearing, smell, taste, touch and sensation;

Linguistics (language): the neurological processes are expressed through verbal language and
non-verbal.

This concept is based, therefore, on the assumption that all behavior has a structure and that
this can be discovered, modeled, and changed (reprogrammed). For this reason, NLP is used today
internationally by millions of people in various fields such as self-help, therapy, sports,
education, training, and the business world. NLP is used to improve performance, to
help the individual control their emotional state and focus on what they want from life. NLP
allows people to have more power over their life, incorporating NLP strategies and techniques
designed to produce specific results.

Essentially, NLP is a very specific form of modeling. For example, if we know a

tennis player and if we want to play with him, we can study what makes him a good player and,
immediately, model exactly what he does or innovate. Essentially, it is in this modeling or in the innovation

that NLP practitioners are focused on. In this sense, NLP is an educational tool, not a
form of therapy. The goal is to teach people how their brains work and how they can use it.
this information to change. Neurolinguistics prioritizes learning by copying (modeling)
and learning through innovation (redefinition and restructuring/reframing).

The philosophy of NLP is based on the following assumptions (guides that can help achieve success in
day-to-day

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 Each person reacts according to their perception of reality;
Having an option is better than none;
Every decision made is always the best choice at the moment;
All people function perfectly;
All actions arise from a purpose;
All behavior comes from a positive intention;
The unconscious mind works in conjunction with the conscious and forms a counterbalance;
Communication is not just the message you intend to convey, but also the response you receive;

All the resources needed to achieve a goal already exist or can be created;
The mind and the body are two distinct agents of the same system, the person;
Our senses are the channels that connect us to the world and with which we process the
information
If a person is successful, it is possible to learn from them to achieve similar results.
Learning is in doing.

Source: [Link]

Another issue highly valued by NLP refers to rapport, which relates to the way of having a
efficient and effective communication with different types of people. It is essential to have good interaction

with people, through the ability to understand others and to make ourselves understood, creating
empathy and trust. The construction of rapport presupposes entering the definition of the other’s world.
person, conveying the message that they understand her and helping her develop confidence.

The result is also a focus of attention in NLP, advocating the need to be aware and
objectively define what is intended. Thus, for there to be a planning of the trip
Between the starting point and the destination, it is important to know the current situation and the desired final situation.

and the available options (using all existing resources or creating new ones). The absence of
a goal makes it impossible to overcome obstacles, as there is no awareness of it.
existence.

In this respect, feedback and flexibility also play an important role, as it is necessary
not only knowing how to analyze the current state and the resulting reaction of an action but also knowing how to adapt

to adverse situations or recognizing new options throughout the process of achieving a result.

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To better understand what NLP is, read the following text:

A boy asked his mother: What is NLP?

The mother replied: I will tell you in a moment, but first you have to do something so that you can
understand. Do you see your grandfather in that chair?

Yes, said the boy.

Go and ask your grandfather how his arthritis is today.

The boy went to his grandfather and said to him: Grandpa, how is your arthritis today?

It's a bit bad, replied the grandfather. It always gets worse with the cold weather. I can hardly move my

fingers today. A look of pain crossed her face.

The boy returned to his mother. He said he was feeling unwell. I think he is in pain. You will tell me the

What is PNL now?

In one minute, I promise, replied the mother. Now, go to your grandfather and ask what it was.
the funniest thing you did when you were small.

The boy went to see his grandfather again and asked: Grandfather, what was the funniest thing you said?

when I was little?

The grandfather opened his eyes and replied: There were many things. There was that time when you and your friend

they played with Santa Claus and spread talcum powder in the bathroom pretending it was snow. I laughed,
But it wasn't me who cleaned it. He looked distantly and laughed.

Then, there was that time I took you out for a walk. It was a beautiful day and you were singing a
a song you learned at school. Very loud. A man passed by and looked at you surprised. He
he thought you were making too much noise and asked me to tell you to be quiet. You looked
to him and said: 'If you don't like hearing me sing, you can go boil your head.' And you continued
even higher. The grandfather laughed.

The boy returned close to his mother. Did you hear what grandfather said?, he asked.

Yes, replied the mother. You changed the way he felt with just a few words. That's
PNL.

Adapted from [Link]

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 SUBMODULE 3.2.

DIVERSITY IN THE CONTEXT OF TRAINING

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 TECHNIQUES AND STRATEGIES FOR CHARACTERIZING THE FORMATION GROUP

To talk about the concept of a group, it is advisable to make an initial distinction with the concept of

grouping. A grouping refers to a set of people in the same space with

common interests, potentially becoming a group. In turn, we are facing a group when
common interests turn into common interests, which means that the elements of the group
they come together around a task and a common objective (Zimmerman, 1997). Furthermore,
podemos enumerar outras características de um grupo:

It constitutes an entity with its own laws and mechanisms;

It has its own identity and specific identities;

It is based on communication;

It organizes itself based on its members, and they organize themselves based on the group;

It integrates two contradictory forces, one that tends towards cohesion and another towards disintegration;

There is a hierarchy;

It presents an affective interaction.

According to Tuckman (1965), groups exhibit standardized behaviors that go through

for five stages: forming, storming, norming, performing, and adjourning.

Formation. It is the initial stage, in which members are starting to interact. It is characterized by
a large dose of uncertainty about the group's purposes, its structure, and its leadership. The
members are still surveying the ground to find out what the behaviors are
acceptable. It is at this moment that the members begin to think of themselves as parts of the
group.

Storm/Friction. Characterized by the occurrence of various conflicts within the group. The individuals already
they recognize the existence of the group, but show resistance regarding the limits of
individuality. There is also conflict regarding the definition of who will lead the group. It is during the
storm in which the members measure strengths, establishing a kind of hierarchy of relationships
within the group. After the conclusion of this phase, this hierarchy will be relatively clear to
the members of the group.

Normalization. There begins to be cohesion in the group's behavior, making the elements more
close to one another. A sense of identity emerges and the members begin to act as a
coordinated unit. At the end of this stage, the group's structure becomes more solid, and the group already assimilates
a set of expectations that defines what the most appropriate behavior should be for the
group.

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 Performance. At this stage, the group is cohesive and focused on the tasks to be performed. In groups
permanent jobs, this can be considered the last stage of training. In groups
temporaries, we still have the interruption stage.

Interruption. It is the final stage of the development of temporary groups, as it prepares the group for
its completion. As the activities should be concluded and the group dissolved, the focus shifts away from
the performance of the tasks and becomes the conclusion of the work. At this stage, issues may arise
conflicting feelings within the group. While some members feel happier
with the performance achieved, others feel discouraged by the ending and the end of the friendship
born from coexistence.

In terms of a training group, the characterization of the group should not be constituted as
an end in itself (or a mere formality), but rather as a working tool that
facilitates the construction of hypotheses about group dynamics and the potentialities of learning
by the trainer. These hypotheses serve as important aids for the trainer to build
group-centered strategies and make any necessary adjustments to the training process based on
confirmation/disconfirmation of your hypotheses during training.

In addition to the collection of sociodemographic data of the group members (age, sex, profession,
workplace and academic background), it is important to collect experiential data and
relational, notwithstanding its subjectivity. Below are some examples of experiential data.
and relational ones that allow for building stronger hypotheses about group dynamics and the
learning

The way in which the social groups to which the individuals belong relate to the
institutions;
The more corporate or competitive logic of the present institutional cultures;
The way the group elements came to formation (on their own initiative, by initiative
of your service, due to necessity, among others);
The relationship established with the training contents (more or less comfortable with the topic,

experience, degree of interest, among others);

The very interaction between the elements of the group.

In summary, the initial characterization of the training group is an important factor for success.
work carried out together by the trainer and trainees, possibly involving informal conversations
with the elements of the group, the diagnostic sheets, group dynamics, and other methodologies that
enhance the group's deeper knowledge and excellence in training.

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There are several descriptive typologies of the typical profiles usually found in small groups.
Some of them are presented below.

Mr. Wise Guy

Try to impose your ideas on others with great conviction;

You may be well-informed or simply enjoy monopolizing the communication;

He is not receptive to listening to others and rarely gives up his opinions;

Sometimes, he turns into a questioner, trying to disrupt the trainer or lead him to support his
point of view.

Suggested attitudes for the trainer

Strengthen the trust of the group by asking questions that do not require immediate responses;

Agree that this is a possible perspective, but ask the group to express their opinion.

Mr. Mute

Apathetic and silent;

Does not participate, considers itself superior or inferior to the topic under discussion;

He is only physically present, he is not interested in anything.

Suggested attitudes for the trainer

Request, tactfully, your opinion on something that can be related to your interests.
highlighting the importance of the experience of all elements;

Make the group realize the Trainer's intention to engage the World.

The Shy One

Extremely concerned about not making a mistake;

Fears judgment from others, has a lot of difficulty exposing oneself or being the focus of the group's attention.
while speaking. However, he has ideas and is interested in the life of the group. Many times he is a
attentive observer.

Suggested attitudes for the trainer

Ask him easy questions in a non-directive manner;

Reinforce your interventions by drawing the attention of other participants to them.

Outdated

Has very peculiar and outdated ideas. He is rigid and conservative;

He addresses the group with a sense of superiority, creating a certain distance. He has aversion.
to group work.

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Suggested attitudes for the trainer

Respect your susceptibility;

Not to criticize him directly, but to present corrections as suggestions or in a hesitant way 'yes,
more...

The 'Mouths'

He is on another 'wave'. He is distracted and distracts others. His interests are essentially playful,
thus, your contributions are sporadic and without much investment of effort.

Suggested attitudes for the trainer

Ask him direct and easy questions, addressing him by his name to 'ground' him.

Ask him for his opinion on what has just been said.

Zé Marreta

He has fixed ideas. He likes to argue and is always against. He criticizes work and performances.
of the others;

Very defensive, tries to assert itself through aggression, hurting others;

No one likes to work with him and yet he seems to take pride in being this way.

Suggested attitudes for the trainer

Do not get involved in conflicts;

Reformulate the communications to be suitable for the group;

Take advantage of the interesting ideas you may express, making you feel like a member of the group.

The Cheap Talk

Talk, talk, talk! There is a great need for attention and it tires the group easily, avoiding the...
themes.

Suggested attitudes for the trainer

Wait for the right moment and cut off communication, thanking them for their contribution, but
alerting to the fact that you are interested in hearing the opinions of colleagues.

The Worker

Confident, has many ideas, collaborates and engages enthusiastically;

Always ready to collaborate with the Trainer.

Suggested attitudes for the trainer

Seek to obtain your contribution;

Reinforcing your conduct, thanking you.

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The Extrovert

He is cheerful, a friend of the group, and a very good companion. He shares his experiences and tells jokes.
interesting, it cheers up the group.

Suggested attitudes for the trainer

Having him as an ally, since he is a cherished member of the group.

The Updated

Has innovative ideas, seeks information both inside and outside the group;

Make and accept constructive criticism;

Wants to grow with the group and likes progress at work;

Has an analytical attitude.

Suggested attitudes for the trainer

Reinforce your contributions;

Frame your perspectives within the adopted working methods.

The Child

Lazy, likes everything well chewed.

Doesn't engage with the rest of the group, but likes to reap benefits, even without doing anything for it.

Suggested attitudes for the trainer

Intervene, in the sense of holding them accountable and engaging them in activities, emphasizing the benefits.

The Leader

Leaders can be appointed based on their competence or social status. They can also
emerge in response to the needs and development of the group. It is possible to identify two types
of leadership: the task-oriented leader, concerned with the structural aspects of problem-solving
of group activities; the relationship-oriented leader, whose main concern is
maintain communication and a positive socio-affective climate. For the group to achieve its goals, the
The ideal leader combines both orientations described.

Suggested attitudes for the trainer

Make him an ally and reinforce his opinions, without failing to make him understand that everyone in the group
they have their role.

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The following are some aspects to consider when collecting elements that allow
characterize the group.

Demographic characteristics

Age. Is there a big age difference between the participants? Are they young? Elderly? What is the age range?

predominant age group?

Gender. What is the predominant gender? What can this analysis reveal?

Qualifications. Is the education level of the participants very different? Are there many graduates? Are there many

people with a low level of education?

Profession. What type of preeminent profession is it? What can this analysis reveal?

Function. What positions are held by the participants? Are there different hierarchical levels?
presents?

Company. What type of activity is predominant? What type of companies do they belong to?
participants?

Location. What is the geographical origin of the participants? Are there people from afar?

The answer to these questions can be important for finding stories, creating analogies, and giving
examples that are more suited to the audience's reality. If you do your homework well, the
the audience will be grateful.

The type of data collected can also play a relevant role in the initial phase, where it is important to create
quick relationships with the audience. Start the presentation with an icebreaker based on this.
Demographic research can be an excellent way to start a presentation.

Psychographic information

Psychographic information includes issues such as values, opinions, attitudes, and beliefs. A value
expresses a judgment of what is desirable or not, right or wrong, good or bad. For example, many
we share values such as equality, freedom, and justice, which make up the principles or
patterns we use to develop our beliefs, attitudes, and behaviors.

This type of information is not so easy to verify. Two people can believe in equality of
opportunities, but having different perceptions of what that is. One person may say that they do not
ingest 'fast food', but have different standards for distinct types of 'fast food'.

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One way to collect this type of information is through a meeting with the person responsible.
for the training or who you contacted to make your presentation.

In this meeting, you should seek to clarify doubts about the demographic characterization of the audience and

obtain information about specific aspects (e.g. the type of relationships between the participants, the leaders, the
problematic and the interested parties).

Try to get to know the experience of the participants in other communications and even the names of others.

speakers who can provide you with more detailed information. This type of meetings will be more effective if already

to have a preliminary list of questions.

Specific information

One of the most effective ways to obtain specific information is to conduct an online questionnaire beforehand.

from the presentation. If you don't get responses, at least the participants will know that you tried.

A questionnaire of this nature allows for the collection of data on the objectives and expectations of
participants facing the presentation. The important thing is that it should not be long, because the level of patience for

These questionnaires leave much to be desired.

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 METHODS OF DIVERSITY MANAGEMENT

The fable "The giraffe and the elephant", transcribed below, is a good example of the nature of
diversity.

In a small suburban community, a giraffe built a house tailored to the family.

the giraffes, the house was wonderful, with a very high ceiling and very tall doors. The windows, at the top
the walls let in excellent light and had a beautiful view, without compromising the
family privacy. Narrow corridors had allowed for space saving without being
uncomfortable. The house was built so well that it was awarded the 'National Home of the Year Award'
for Giraffes". The owners were very proud.

One day, the giraffe was working in her carpentry workshop, equipped with the best
tools and equipment, when looking out the window she saw that an elephant was coming down her
Street. "I know him..." the giraffe recalled, "we were together on a committee of parents and students...
Vou chamá-lo para ele ver a minha oficina nova. Talvez possamos até pensar nalguns projetos em
common." The giraffe stuck its head and neck through the window and invited the elephant to come in.

The elephant was enchanted; he also remembered having been with the giraffe at the parents' committee and
I would like to get to know you better. Also, I already knew that the giraffe had a new workshop and had
curiosity to see her. He stepped up to the entrance of the cellar and waited for them to open the door.

"Come in, come in!" said the giraffe. But right there, there was a problem. Although the elephant managed to get in.
the head through the door, could not enter.

It's a good thing we made this door to open wider, to let in the machines and the
materials for the workshop," said the giraffe. "Wait a minute, I'll solve the problem right away." The giraffe
He unscrewed some screws, removed a number of boards, and the elephant managed to pass through at a cost.

The two were very engaged in conversation about carpentry when the giraffe woman
stuck his head down the stairs leading to the basement and called his husband: "Darling, come to the
telephone, who is your boss.

"I better go attend... But make yourself comfortable, I might take a while," said the giraffe to the
elephant.

The elephant looked around, spotted a wooden object, half finished, on top of a
bench at a corner of the workshop and wanted to see better what it was about. But, upon passing his body through the...
at the office door threshold, he heard a strange noise. He stepped back, scratching his head. "Maybe it's
better I go meet the giraffe up there," he thought. But, he had hardly started to climb the stairs,
when he felt the steps start to give way. He took a step back and crashed against the wall,
he also began to give of himself. He tried to sit down, very confused and compromised, when in this
the giraffe goes down the stairs.

But what is going on here?!

"will," replied the elephant.

The giraffe looked around and said: 'Well, well, I can already see the problem. Since the door is too
small for you, we have to shrink you. There is a gym nearby that has aerobics. If you do
exercise, maybe you can lose some weight.

Maybe...
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 "Além disso, as escadas também não aguentam o teu peso", observou a girafa. "Se frequentares
ballet classes at night, I'm sure you'll feel lighter. I really hope you go, because
I love having you here with me.

Maybe,
Giraffes ever serve for an elephant, unless a lot of things change.

Source: Thomas, R. R., & Woodruff, M. I (1999). Building a House for Diversity.

New York: American Management Association, 3-5.

Heterogeneity is an increasingly present reality in training rooms, where we can

finding a multiple diversity of cultures with different knowledge, value systems, habits,
foci of interest, modes of action or expectations. This multiplicity may also originate from
factors such as gender, disability or age, cognitive, socioeconomic, ethnic-culture diversity
and religious. In this perspective, the trainer's task is to recognize not only cultural differences, but
also the interests, abilities, and learning rhythms/styles. The goal will be to contribute
for the development of a society made up of increasingly responsible, critical people,
solidarity and awareness of their rights and duties (Perestrelo, 2001).

Thus, the trainer must have the ability to adjust the content and objectives to the needs of
graduates, through the use of pedagogical differentiation strategies that allow each
forming to learn according to your own characteristics (Pereira, 2003). To teach a
training group without making any exclusion, it is necessary to propose open activities and
diversified, capable of improving interaction with graduates and of being understood by people
with different levels of understanding and performance. Some examples of activities:

Use diverse support materials;

Frequently draw upon the experience and reality of the trainees;

Establish a flexible organization of training sessions and groups;

Use different methods and work techniques (practical work, debates, assignments.
couples, among others);

Study the existing diversity in the group to form work teams;

Select tasks that stimulate the construction of knowledge for each group;

Teach to cooperate and resolve conflicts positively;

Observe the progress of each trainee;

Clearly explain the evaluation criteria.

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The profile of the intercultural trainer should view cultural pluralism as an enrichment for the
training process, defend an open and flexible curriculum (adapted to different contexts)
multicultural) and promote dialogue and collaboration with minority and majority groups.

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 MEDIATION PROCESSES

The divergence of interests and opinions is natural to social interaction, which can give rise to conflict, to
confrontation and competition. For this reason, it is necessary to find new communication patterns.
It is a new paradigm of conflict resolution, based on transformative dialogue, in the search for
set of solutions, in cooperation and collaboration. It is in this context that the mediation processes
can facilitate dialogue and the development of skills for conflict resolution,
reinforcing communication and commitment to conflict resolution (Schnitman, 1999).

The dialogue and active participation of social actors facilitate coordinated reflection on perspectives,
cultures and discourses. Communication plays a central role in mediating conflicts, through the
interaction and the construction of new practices and realities that allow experiencing the
conflict in another way. Mediation refers, fundamentally, to an independent third party to the situation.
of conflict, neutral and impartial, that will create the conditions for the resolution of existing conflicts and the

positive transformation of the subjects involved in the process (Hofnung, 1995).

Mediation can be viewed according to two ideological-practical strands that complement each other:

Mediation is viewed as problem-solving, and its goal is to identify the

individual needs and reach an agreement with mutual gains. An independent third party
will assist the parties in a conflict, promoting understanding, facilitating communication and
negotiating agreements in conflict situations (Littlejohn & Domenici, 1999);

The most current approaches indicate that the mediation process should not be limited to obtaining
agreed, but it should be viewed from a transformational perspective of empowerment where
seeking to develop certain capabilities of the competitors. This implies that the individuals have
awareness of your power in solving your problems, contributing to the increase of
your autonomy and accountability throughout the process. Mediation should, in this sense,
encourage the recognition of others and the acceptance and respect for their concerns,
conjugating reflection on oneself, on the other, and on the situational context, from a perspective
of inner growth and awareness (Shailor, 1999).

Thus, while in mediation based on the conflict resolution model there is an emphasis on seeking
solutions and a mutual agreement, in the model of transformative mediation, are the subjects involved that

determine the course and the outcome of the mediation, whether they succeed or not
reaching the agreement and its transformative effects involves strengthening the capacity of the subjects
we will make decisions autonomously and for the development of their creativity and responsibility
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in the face of complex issues. According to the transformative mediation model, conflict is perceived
in an innovative and positive way, because it allows human transformation. Considering that the
individuals learn new forms of communication during this process, the resolution of futures
conflicts can become less aggressive and violent. Thus, the mediator enhances the change of
attitudes/behaviors and the development of facilitating communication processes of
conflict resolution, according to a dialogical and dynamic construction (Boulton, 1999).

In the context of adult education and training, the existence of conflicts occurs due to long hours
of coexistence among heterogeneous individuals with complex life histories, which ultimately reflects
in your attitudes and behaviors in the training context. For this reason, the figure of the mediator will
enhance communication and interpersonal relationships. In fact, in the educational field, mediation
assumes the promotion and development of autonomy on the part of the graduate,
holding him accountable for his learning. Mediation involves reaction, negotiation, and adaptation.
assuming that knowledge must be built by the trainees in singular paths
significant, based on their experience and their relationship with the environment. In this way, the mediator is

a central figure in the process, as it supports the trainees regarding sources

of knowledge and learning and promotes their growing autonomy in the use of these resources, valuing
the know-how, know-how to be, know-how to be, know-how to know and learning to live together (Aguiar, 2009).

The context of adult education encompasses very heterogeneous individuals at a personal and professional level.

the social, favoring the existence of conflicts. In many cases, we are dealing with people with
gaps in interpersonal terms, which leads to the need for someone to help them express themselves
their position, reflecting and establishing empathetic and trusting connections with others. This type of
the public often has difficulty expressing what it feels and creates conflict situations if not
having an impartial third party in the process. In this sense, mediation takes on importance
significant at this level as it allows managing interpersonal relationships in a way
transformative, as it focuses on interpersonal relationships as a source of learning and
construction of meanings and shared social actions (Torremorell, 2008).

In mediation within the context of adult education, the aim is to develop skills in
communication and interpersonal relationships, in the sense of preventing the occurrence of situations
extreme issues. However, it also acts in the face of an imminent and/or already established conflict.
mediation in these contexts is based on a transformative approach to conflict, as it seeks to
establish bonds between people, in the sense of a joint evolution, establishing spaces of

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reflection that stimulates constructive attitudes in us and in others, revaluing the role of people
in their interpersonal relationships and in the society of which they are a part (Torremorell, 2008).

Thus, mediation in adult education contexts favors the transformative model, since
that we focus on people, their personal growth, their revaluation and recognition.
However, we do not overlook the problem-solving model, as one of the objectives, although not the
The principal involves reaching an agreement. In conclusion, these models are not compartments.
ponds, complement each other and, in this specific case, this situation is evident, as one seeks the
assumption of commitments, through communication renewal, in the sense of personal growth
and sees conflict as a positive process.

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 GROUP DYNAMICS TECHNIQUES AND CONFLICT MANAGEMENT

Conflicts are inherent to organizational and group life, and they can stimulate innovation and creativity.
they constitute a decisive process in the development of groups and teams. More than
a disagreement among the elements of the group, the conflict implies a high degree of involvement in
situation, the emergence of a certain intensity of emotions and the perception of the existence of opposition and

tension between the parties.

There are several potential SOURCES OF CONFLICT in a teaching-learning situation. Let's

analyze some of them.

Heterogeneity of ages, experience or education. The pronounced individual differences imply

divergent ways of understanding realities, motivations, and progress at varying paces in
learning process. They therefore constitute potentially triggering circumstances of
conflicts, distorted communications, demotivation or expression of aggressiveness.

Fight for leadership. Some of the most dominant participants in the group, the competition for roles of
Leadership can give rise to rivalries, opposition, and competition.

Relation of competition or seduction. The nature of the relationship between some participants is
susceptible to compromising the cohesion and positive climate of the group. When there is an overlap of roles in

group structure, it is difficult to manage internal forces. This is the case of siblings participating in the same

group. It is common for them to transfer rivalry or spirit to the teaching-learning situation.
competitive nature of their relationship within the family group. In these cases, the more competitive sibling may refer to the

outro for an uncomfortable position, where the burden of the family structure appears as an "eye"
assessor of your performance in training. Also, the relationships of intersex seduction can lead to
the group to fragmentation or functioning as a harmful background noise to communication.

Internal Characteristics of Each Individual. Before the new identity of the group is consolidated, the
The "history" of each one emerges with greater or lesser intensity, leading to phenomena of
transfers that determine the type of relationships between the members of the group. The previous experience

of frustrations and successes experienced in similar contexts is transferred to the new situation. Thus, the

the behavior of individuals in the present moment may be determined by experiences

unpleasant ones. The transfer of positive or negative relationship modes prior to
existing can affect the emotional climate in the training room. This mechanism is, for the most part,
sometimes, something automatic and unconscious, making it difficult to control.

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Relationship with the organizing institution. The physical and material conditions, the space and
equipment intended for training, when not adequate or satisfactory, either in quantity
want in quality, are a focus of discontent and reactions of hostility from the group or of
some of its elements. Unfortunately, it happens quite frequently that the objectives outlined for
a certain population may not be the most effective in responding to all the real needs of this
same population. The information, the expectations created in future graduates, the way in which the
the recruitment process was conducted, the resolution of the professional situation after the course, in short, all
the institutional level materializes in the person of the trainer. By being accessible to the group, they are the one who "gives the

Dear
are foreign.

Trainer-group relationship and personal characteristics of the trainer. The trainer, in the eyes of the group,

appears as a paternal and authoritative figure, someone with economic power and the representative of
institution. It is, therefore, the preferred 'victim' of transfer phenomena. The characteristics of
The trainer's personality and their style of interpersonal relationship are striking for the type of
pedagogical environment that is generated in the teaching-learning situation. The psychopedagogical preparation,

associated with the personality structure of the trainer, it is a determining factor for the awakening or not of conflicts

within the group.

WHAT ARE THE FIRST SIGNS THAT SOMETHING IS WRONG?

There are typical situations of reaction both to internal pressures and to pressures resulting from relationships.

with the outside environment, which can be easily identified.

Let's take a look at some of them:

Background noise, soft and disguised at first, which gradually increases from
intensity and frequency, ignoring the authority of the Trainer;

Other forms of marginal communication, such as written messages on circulars or flying notes;

Questions or issues aimed at challenging the authority or competence of the Trainer;

Progressive dilation of intervals, disrespect for punctuality, and contraction of time

in the classroom (leaving late and arriving earlier);

Movement of arrivals and departures in the room, with more or less fictional justifications;

Passive resistance, by refusing to answer the questions posed by the Trainer;

During the course of the training, heated and unavoidable discussions arose among some of the
participants.

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In the face of these and other signs, the trainer has two possible choices: to ignore or to deal with the conflicts.
Attitudes like 'There is nothing to be done, this is how it is for everyone' or pretending not to see, because it is

it's complicated to use authority with adults (and the trainer may find themselves in an awkward position),

means "to stick one's head in the sand like the ostrich." That is, it is not to try to escape the situation.
ignoring it or adopting discussion strategies that the negative tension disappears from the group,
potentially compromising the group's success in achieving the pedagogical objectives it set out to accomplish. As

the group's tension does not dissipate, the trainer tends to assimilate it and blame themselves for the situation.

Inevitably, you will feel insecure, less self-confident, and somehow demoralized in the face of
your professional performance.

There are two main dimensions in the RELATIVE APPROACH TO CONFLICT RESOLUTION:

Assertiveness (degree to which each party seeks to satisfy their interests);

Cooperation (degree to which each party actively cares about the interests of
another part).

On the other hand, the appreciation of CONFLICT RESOLUTION STYLES is essential for the
understanding the communication process. There is no right or wrong style for conflict resolution.
and each participant is able to choose the approach they consider most suitable for any situation.
We can thus talk about five main response approaches to management conflicts.

Competitiveness (assertiveness and non-cooperation): the competitiveness style for resolution

of conflicts implies that one party places its desires above all others
involved in the conflict. Assertiveness is the hallmark of this approach and can involve
high levels of emotions and evolve into hostile communications;

Collaboration (assertiveness and cooperation): the collaboration style involves working groups.
together to solve the problems and both parties come to the table with win-win attitudes
win. It is a favorable negotiation style in situations of formal dispute resolution, where
the parties must agree to the resolution, definitive and binding;

Avoidance (non-assertiveness and non-cooperation): avoiding communicating or confronting the problem,

waiting for him to disappear by himself. In this type of approach, the differences
Underlying issues between the parties are never resolved;

Accommodation (non-assertiveness and cooperation): emphasizes cooperation instead of assertiveness.

The individual puts their interests in the background and allows the other party to promote
your interests;

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 Commitment (a mix of assertiveness and cooperation): negotiating is the trademark of
commitment-based approach to conflict resolution. The parties in conflict can
identify some interests they are willing to commit to in order for there to be a
resolution. Although the emotional level may still be high, the compromise style sometimes results in
in temporary solutions when a complete resolution is not immediately possible. The
the parties may reach an agreement to avoid escalating the conflict.

[Link]

A seguir, são descritas algumasTÉCNICAS E ESTRATÉGIAS PARA AJUDAR À PREVENÇÃO/RESOLUÇÃO DE

CONFLICTS.

Ensure the arrangement of the room in a 'U' shape. It nullifies the traditional classroom 'look'. It is an indicator.

implied that they are different contexts, slightly blocking negative associations
of transfer phenomena resulting from the lived experience in the school model (tests,
assessments, poor relationship with teachers, demotivation). It is a facilitating configuration.
of communication, putting the group elements facing each other. It is an invitation to
interaction with others, favoring the consolidation of the group's identity.

Promoting the presentation of different elements. Saying something about yourself helps to
breaking the initial ice is a logical way to start communicating. It reduces insecurity
psychological characteristic of the first moment, of mutual ignorance. As a complement
From the formal presentation, the introductory games are recommended to establish the style of relationship.
and characteristic training activities since the beginning.

Discuss and clarify the group's operating rules from the start. Establish schedules.
fulfill, adjust the duration of breaks, deadlines, and other issues related to the course of the
training.

Avoid prolonged theoretical exposure! An adult can pay attention at 100% for a
very limited period. It is necessary to alternate the various activities in order to break the
monotony. By giving rhythm and dynamism to the training, it is ensured, in part, that the mechanisms
the attention and concentration of the participants are not saturated.

On the other hand, debates, discussions, and educational games require certain precautions, as they also
contains its dangers:

Monopolization of communication networks by some elements, relegating the others to

the role of passive receptors;

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 Emergence of competitive needs or rivalries, preventing the group from proceeding.
in its functions and activities;

Growing in the group is the feeling that time is being wasted. Hence, the games and debates
they must fit into the pedagogical context of the session. At the end, the Trainer must prepare
a conclusive and integrative synthesis of the communication that is generated, relating to the
educational objectives of the session;

Non-speaking, shy, and introverted individuals may live with anxiety or insecurity.
this type of activities;

Prolonged silences that 'undermine' the purposes and dynamics of group activities
proposals;

The danger of silences is greater when the group is still recent. Thus, the Trainer has to
feel

It is vital to have space for individual expression. Even the issues and questions regarding
The 'matter' always has an emotional and social dimension. When I want to clarify a doubt,
I am also meeting social needs, recognition of my status in the group and.
affirmation of my individuality.

The trainer concerned with respecting the curriculum sometimes does not realize the
importance of socio-affective domain and the need to frame its expression in the situation of
teaching-learning. Simply put, one cannot forget that its objectives are not
mandatorily the same as those of the participants.

Working on the mastery of the relationship is to facilitate the transmission of theoretical and technical concepts. The trainer

it functions like a "sensor": it has to be permanently alert to detect tensions and appreciate
its incidence on the progression of the group. This implies being particularly sensitive to the feedback given.

through the oral expression and the non-verbal behavior of each one.

When detecting interpersonal tensions, the trainer, as a communication manager, should promote the
expression of latent conflicts. If they are not spoken about, they will continue to grow, gaining strength. Upon

enabling the expression and debate of conflicts, it is necessary to propose to the group the resolution of the same, by

two fundamental reasons: those who are dissatisfied have already thought about or wished for a better alternative for

your situation changes; by asking for solutions, you are holding the group accountable as an active part
of the training process.

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In all this process, the Trainer must obey two golden rules:

Never let yourself get emotionally involved in conflicts;

Being able to handle potential aggressions or hostilities without reacting impulsively.

Only practice and accumulated experience allow for easy adherence to these two assumptions.
However, experiencing these situations, even if the most correct procedures are not taken, is
always positive, since it allows for constructive self-criticism and evolution while
professional.

Faced with group pressure, there are some TYPICAL RESPONSES FROM TRAINERS that we will list and
which will be more harmful or more useful in conflict resolution and communication management in a concept
pedagogical.

NEGATIVE ATTITUDES

Defending oneself behind the status of trainer:

Using elaborate theoretical terms to display your superiority in knowledge;

Interpret the questions or interventions in the sense of belittling or ridiculing them.

Sometimes, typical expressions of each person's language can have a negative impact on
Graduates: "As everyone knows"; "It's obvious that..."; "That question doesn't even seem like yours", etc.

Use downtime for "seduction plays," that is, showing individualized interest in
experience of some elements, in order to obtain alliances and allies.

It is through psychopedagogical and technical competence that the trainer must earn their status in the group.

and not for merely seductive attention.

Shielding oneself from active participation in the group out of fear of losing control of the educational environment.

using excuses like "It's a very heterogeneous group," "There are disturbing elements, it will be
wasting a lot of time.

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POSITIVE ATTITUDES

Adapt the content/program, exercises, and activities to the specific characteristics of

each group;

Work on the relationship, showing oneself available and effective, but do not give up making the appeal.

indispensable to the theory;

Ensure that your communication was effective and understood by the recipients, using
Questions like: 'Have they been clarified? Would you like me to rephrase any question?'

Get feedback, but do not ask directed questions, "to the Professor";

Cause changes in pace throughout the session, diversifying strategies, resources, and means.
educational.

In addition, it is possible to resort to various group dynamics, namely:

Dynamics for Socialization and Presentation;

Communication Dynamics;
Group Work Dynamics;
Dynamics of Emotional Expression;
Didactic Dynamics;
Integration Dynamics;
Assertiveness Dynamics;
Trust Dynamics;
Cooperation Dynamics;
Creativity Dynamics;
Time Management Dynamics;
Leadership Dynamics;
Negotiation Dynamics and Conflict Management.

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 INDIVIDUALITY IN THE LEARNING PROCESS

Currently, according to an interactionist perspective, the new teaching models place the
focus on greater flexibility and individualization of learning. The individual characteristics of
people are conceptualized as a complex of skills that can be divided into two groups
mainly: the intellectual and personality skills. Although there are relationships between the two groups
of skills, for reasons of greater clarity of exposition, this distinction will be maintained.

In the intellectual domain, we can consider three factors that may give rise to individual differences in.
learning (Cianflone, 1996). Firstly, we have the prior knowledge that the student possesses
and it is important for new learning, which is one of the most valued aspects as a source of
individual differences in learning. It should be noted, however, the existence of numerous difficulties
theoretical and methodological in identifying the knowledge that an individual has in a
determined moment.

The second source of individual differences relates to the strategies used in processing.
of information, considered as methods to select, organize, and operate information. Once
learned, these strategies are stable and of long duration. The replacement of these strategies
assumes long periods of time. At this level, it is worth mentioning that each reveals styles of
varied learning, which refers to the way students receive and process information.
These styles (Barros, 2008) may be:

Visuals (one learns better through visualization);

Auditory (learning is better through listening);

Kinesthetic (better learning occurs when interacting with objects, writing what is heard)
or you execute something practical).

The third source refers to basic cognitive processes such as memory, attention, or response time.
reaction. These differences have a physiological basis and are genetically determined, which means they are few

modifiable by learning or experience. One of the variable aspects is related to the

intelligence, perceived as the individual's ability to solve problems or produce
products valued by society. According to the theory of multiple intelligences (Gardner,
1993), the teacher must consider the seven intelligences of their students: linguistic, logical-mathematical
(the most valued in our society), visual-spatial, kinesthetic, musical, interpersonal and
intrapersonal.

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In the context of personality, it is possible to highlight the motivation for results (also referred to as

self-efficacy). This dimension relates to individual beliefs about their own ability
to achieve goals in certain situations. This aspect has a great impact on performance, already
that this dimension is associated with the effort spent in performing tasks and self-esteem
(one of the main motivational factors).

Another dimension of personality related to learning refers to the tendency that individuals
people have to attribute the causes of successes or failures to internal or external factors (locus of control)
control). If the locus of control is internal, the individual believes that they have control and responsibility
about the causes of successes and failures. If the locus of control is external, the individual considers that

the causes of your successes and failures escape your control and you have no responsibility for them.

In summary, the characteristics of the intellectual sphere fundamentally reflect on the quality of
learning, while the affective scope has a greater impact on the quantity of
learning, determining the persistence and level of effort of the student. It is necessary, therefore, to create

novos contextos que se adaptem às individualidades das pessoas, partindo do que cada um sabe e das
its potentialities and not its difficulties.

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 SUMMARY CONCLUSION

Through this manual, an attempt has been made to present the main aspects related to communication and
dynamization of groups in training. The main idea to retain is related to the fact that the trainer is
a communication manager, as they must be able to communicate clearly with the group and demonstrate
empathy. In this way, it is essential that there is an adaptation to each situation and to the different groups in

training, as each trainer, each trainee, and each group are unique.

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 BIBLIOGRAPHY

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