A relevância da felicidade, a partir da percepção dos alunos, na dinâmica escolar

• Ano de defesa: 2020
• Autor(a) principal: Alencar, Learice Barreto
• Orientador(a): Cunha, Célio da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Escola; Felicidade; Bem-estar; Dinâmica escolar; Relações humanas
• Palavras-chave em Inglês: School dynamics; Human relations; Happiness; Well-being; School
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2855

This dissertation aims to appropriate the existing concepts about happiness and find out if they are included in the school dynamics, from the perception of students from a private school in the Federal District. To this end, it presents as a research problem the question: What aspects of the school's dynamics, more specifically, those related to pedagogical practice and human relations, contribute to the happiness of students? The research started from the characterization of what happiness is, from the historical perspectives and from the thinkers of education that dealt with the theme in their reflections and practices. We reflected on the utilitarian sense of the term and its condition of well-being, the latter being the meaning given to happiness in this dissertation. Soon after, we approached the dynamics of the school and happiness, presenting them as components of socio-emotional education and human coexistence inserted in the school's daily life. We argue about dialogue as a facilitator of well-being and the aspects that can promote happiness. We hypothesize that pedagogical practice, relationships formed and good coexistence contribute to happiness at school. The research approach was qualitative with a descriptive exploratory purpose, seeking to know, from the subjects, the aspects of the school dynamics, more specifically those linked to pedagogical practice and human relationships, which contribute to happiness. The method used for the empirical investigation was the case study. We used the research technique with a focus group to delimit the aspects of the school dynamics that most contribute to happiness, this content was treated and consolidated through the analysis of thematic-categorical content, proposed by Bardin (2016). From the aspects highlighted by the focus group, a structured questionnaire was developed to investigate the selected sample about which aspects contribute to their happiness at school, using the Likert scale to measure the degree of satisfaction. From the discussion about the results, the aspects considered by the subjects emerge as those that most contribute to happiness at school, however, it is important to ratify the relational component - present, either between the teacher and his peers, or between them and the other school agents and that permeates and animates the pedagogical practice or the extra-class activities - constitutes, according to what the research reveals, a factor of great prominence for the relevance of happiness in the school dynamics.