Educa??o emocional na escola : uma proposta poss?vel
Ano de defesa: | 2016 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o
|
Departamento: |
Faculdade de Educa??o
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/6601 |
Resumo: | This research is quantitative and aimed to develop 10 Workshops - Emotional Life, with a group of 12 students (experimental group) of the 9th grade of Middle School, in a Municipal School of Porto Alegre Net of Education, comparing with control group (n = 28). By analyzing the responses of students, through two scales of self-report, a Self-Esteem (SE) and another Positive Affections (PA) and Negative Affections (NA), we find the pre-test, which students had mean levels for high PA; low levels of NA; and average levels for SE high, accounting for the entire sample (n = 40). When the scales were applied, we ask students to take into account the school context. We developed in the following thematic workshops: emotions and feelings, his action in the conduct of daily life and school. With the study of self-concept, with its self-image and self-esteem components, it is aimed to positively stimulate the perception and self-esteem. Deal of empathy and assertiveness, for the understanding and use of these concepts in relationships, can promotes emotional connections. We work also with the functioning of the brain as the center of thought, emotions, sensations, behavior and memory. To compare, through an ANOVA, the results of the averages of students in both scales, before and after the workshops, the experimental and control groups, we found that the experimental group had lower mean PA and SE, in the pretest, than the control group, and higher levels of NA. We found that the experimental group in the post-test, showed statistically significant increase in mean the PA. NA and SE also changed in the expected direction, reducing the NA and increasing in SE, although not significant. The control group remained with the average virtually unchanged from pre to post-test. Results of school performance, the experimental group showed improvement after the workshops. We believe that all of these results can indicate that our study was relevant for revealing positive results, showing that when the emotional dimension is intentionally developed, through an educational activity organized in the educational context, it can change positively the students levels of PA, NA and SE, that fact can lead to positive repercussions in the students academic and personal life. |
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Stob?us, Claus Dieter293.471.810-72http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793566H1914.471.000-34http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4772228P7Mendes, Aline Rocha2016-04-18T12:05:55Z2016-01-05http://tede2.pucrs.br/tede2/handle/tede/6601This research is quantitative and aimed to develop 10 Workshops - Emotional Life, with a group of 12 students (experimental group) of the 9th grade of Middle School, in a Municipal School of Porto Alegre Net of Education, comparing with control group (n = 28). By analyzing the responses of students, through two scales of self-report, a Self-Esteem (SE) and another Positive Affections (PA) and Negative Affections (NA), we find the pre-test, which students had mean levels for high PA; low levels of NA; and average levels for SE high, accounting for the entire sample (n = 40). When the scales were applied, we ask students to take into account the school context. We developed in the following thematic workshops: emotions and feelings, his action in the conduct of daily life and school. With the study of self-concept, with its self-image and self-esteem components, it is aimed to positively stimulate the perception and self-esteem. Deal of empathy and assertiveness, for the understanding and use of these concepts in relationships, can promotes emotional connections. We work also with the functioning of the brain as the center of thought, emotions, sensations, behavior and memory. To compare, through an ANOVA, the results of the averages of students in both scales, before and after the workshops, the experimental and control groups, we found that the experimental group had lower mean PA and SE, in the pretest, than the control group, and higher levels of NA. We found that the experimental group in the post-test, showed statistically significant increase in mean the PA. NA and SE also changed in the expected direction, reducing the NA and increasing in SE, although not significant. The control group remained with the average virtually unchanged from pre to post-test. Results of school performance, the experimental group showed improvement after the workshops. We believe that all of these results can indicate that our study was relevant for revealing positive results, showing that when the emotional dimension is intentionally developed, through an educational activity organized in the educational context, it can change positively the students levels of PA, NA and SE, that fact can lead to positive repercussions in the students academic and personal life.A presente pesquisa do tipo quantitativa objetivou desenvolver 10 Oficinas de Ensino ? Vida Emocional, com um grupo de 12 discentes (grupo experimental) do 9? ano do EF, de uma escola da Rede Municipal de Ensino de Porto Alegre, comparados com um grupo controle (n= 28). Ao analisarmos as respostas dos estudantes, por meio de duas escalas de autorrelato, uma de Autoestima (AE) e outra de Afetos Positivos (AP) e Afetos Negativos (AN), verificamos, pelo Pr?-teste, que os estudantes apresentaram n?veis m?dios para altos de AP; baixos n?veis de AN; e n?veis m?dios para altos de AE, contabilizando a amostra toda (n= 40). Quando as escalas foram aplicadas solicitamos aos alunos levarem em conta o contexto escolar. Desenvolvemos nas Oficinas as seguintes tem?ticas: as emo??es e sentimentos, sua a??o nas condutas do cotidiano e da escola. Com o estudo do autoconceito, com seus componentes autoimagem e autoestima, se teve a finalidade de estimular positivamente a percep??o e a estima de si. Tratamos da empatia e da assertividade, pois o entendimento e a sua utiliza??o desses conceitos nas rela??es, favorece as conex?es emocionais. Trabalhamos, ainda, com o funcionamento do enc?falo como o centro do pensamento, das emo??es, das sensa??es, do comportamento e da mem?ria. Ao compararmos, por meio de uma ANOVA, os resultados das m?dias dos estudantes nas duas escalas, antes e depois das Oficinas, dos grupos experimental e controle, constatamos que o grupo experimental apresentou m?dias mais baixas de AP e AE, no pr?-teste, do que o grupo controle, e n?veis mais altos de AN. Verificamos que, o grupo experimental, no P?s-teste, teve aumento estatisticamente significativo nas m?dias nos AP. Os AN e a AE, tamb?m modificaram na dire??o esperada, reduzindo nos AN e aumentando na AE, embora n?o tenham sido significativos. O grupo controle permaneceu com as m?dias praticamente sem altera??es, do Pr? para o P?s-teste. Os resultados do desempenho escolar, do grupo experimental, apresentaram melhora, ap?s as Oficinas. Acreditamos que todos esses resultados, podem indicar que, nosso estudo foi relevante por ter revelado resultados positivos, mostrando que quando a dimens?o emocional ? intencionalmente desenvolvida, por meio de uma a??o educativa organizada no contexto escolar, pode modificar de forma positiva os n?veis de AP, AN e AE dos estudantes, fato que pode levar a repercuss?es positivas na vida acad?mica e pessoal dos alunos.Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-18T12:05:55Z No. of bitstreams: 1 TES_ALINE_ROCHA_MENDES_COMPLETO.pdf: 1705036 bytes, checksum: b7ec9e051c3f542910c634a6408f9c62 (MD5)Made available in DSpace on 2016-04-18T12:05:55Z (GMT). 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dc.title.por.fl_str_mv |
Educa??o emocional na escola : uma proposta poss?vel |
title |
Educa??o emocional na escola : uma proposta poss?vel |
spellingShingle |
Educa??o emocional na escola : uma proposta poss?vel Mendes, Aline Rocha EMO??ES ADOLESCENTES ESCOLAS M?TODOS E T?CNICAS DE ENSINO EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educa??o emocional na escola : uma proposta poss?vel |
title_full |
Educa??o emocional na escola : uma proposta poss?vel |
title_fullStr |
Educa??o emocional na escola : uma proposta poss?vel |
title_full_unstemmed |
Educa??o emocional na escola : uma proposta poss?vel |
title_sort |
Educa??o emocional na escola : uma proposta poss?vel |
author |
Mendes, Aline Rocha |
author_facet |
Mendes, Aline Rocha |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Stob?us, Claus Dieter |
dc.contributor.advisor1ID.fl_str_mv |
293.471.810-72 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793566H1 |
dc.contributor.authorID.fl_str_mv |
914.471.000-34 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4772228P7 |
dc.contributor.author.fl_str_mv |
Mendes, Aline Rocha |
contributor_str_mv |
Stob?us, Claus Dieter |
dc.subject.por.fl_str_mv |
EMO??ES ADOLESCENTES ESCOLAS M?TODOS E T?CNICAS DE ENSINO EDUCA??O |
topic |
EMO??ES ADOLESCENTES ESCOLAS M?TODOS E T?CNICAS DE ENSINO EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research is quantitative and aimed to develop 10 Workshops - Emotional Life, with a group of 12 students (experimental group) of the 9th grade of Middle School, in a Municipal School of Porto Alegre Net of Education, comparing with control group (n = 28). By analyzing the responses of students, through two scales of self-report, a Self-Esteem (SE) and another Positive Affections (PA) and Negative Affections (NA), we find the pre-test, which students had mean levels for high PA; low levels of NA; and average levels for SE high, accounting for the entire sample (n = 40). When the scales were applied, we ask students to take into account the school context. We developed in the following thematic workshops: emotions and feelings, his action in the conduct of daily life and school. With the study of self-concept, with its self-image and self-esteem components, it is aimed to positively stimulate the perception and self-esteem. Deal of empathy and assertiveness, for the understanding and use of these concepts in relationships, can promotes emotional connections. We work also with the functioning of the brain as the center of thought, emotions, sensations, behavior and memory. To compare, through an ANOVA, the results of the averages of students in both scales, before and after the workshops, the experimental and control groups, we found that the experimental group had lower mean PA and SE, in the pretest, than the control group, and higher levels of NA. We found that the experimental group in the post-test, showed statistically significant increase in mean the PA. NA and SE also changed in the expected direction, reducing the NA and increasing in SE, although not significant. The control group remained with the average virtually unchanged from pre to post-test. Results of school performance, the experimental group showed improvement after the workshops. We believe that all of these results can indicate that our study was relevant for revealing positive results, showing that when the emotional dimension is intentionally developed, through an educational activity organized in the educational context, it can change positively the students levels of PA, NA and SE, that fact can lead to positive repercussions in the students academic and personal life. |
publishDate |
2016 |
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