| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 12.78 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Segundo Cristóvão et al. (2017) já há inúmeros estudos que reconhecem a eficácia do impacto que os programas de Aprendizagem Socioemocional (ASE) têm no sucesso dos alunos, mas também nos professores. Este é um estudo que tem como problemática a reflexão crítica sobre a implementação de um desses programas, no âmbito das Academias Gulbenkian do Conhecimento (AGC). Desse modo, a partir das
representações dos professores, procura compreender o impacto do projeto no sucesso dos alunos, em si próprios e nas suas práticas pedagógicas. Através de uma abordagem de natureza qualitativa e de um paradigma exploratório, este estudo recorre à perspetiva dos professores através de entrevistas semiestruturadas com o objetivo de fornecer pistas para investigações futuras. Foram utilizados os métodos
dedutivo e indutivo, combinando sistemas de categorias previamente definidos com categorias que criámos indutivamente a partir dos dados, emergindo das respostas dos entrevistados às perguntas, em consonância com os objetivos específicos. Os professores reconhecem a importância do desenvolvimento das Competências Socioemocionais pelos alunos, assim como a importância que a ASE tem quando comparada com a aprendizagem de conteúdos. Compreendemos que o sucesso dos projetos ASE está relacionado com o conhecimento prévio dos professores sobre os mesmos, mas também com a sua abertura para estar em contacto com algo inovador. Os resultados também apontam para uma diferenciação entre as representações dos professores com mais e menos de 10 anos de serviço, revelando a necessidade de uma Formação Inicial de Professores (FIP) que contemple a ASE, assim como de um constante trabalho reflexivo e colaborativo entre escola, técnicos, comunidade escolar e família, podendo ter a Educação Social um papel relevante neste processo.
According to Cristóvão et al. (2017), there are numerous studies that recognize the effectiveness of the impact that Social-Emotional Learning (SEL) programs have on students' success, as well as on teachers. This study aims to critically reflect on the implementation of one of these programs within the scope of the Gulbenkian Academies of Knowledge. Thus, based on teachers' representations, it seeks to understand the project's impact on students' success, on the teachers and on their teaching practices. Through a qualitative approach and an exploratory paradigm, this study resorts to teachers' perspectives through semi-structured interviews with the aim of providing insights for future investigations. Both deductive and inductive methods were used, combining predefined categories with categories created inductively from the data, emerging from the respondents' answers to the questions, in line with the specific objectives. Teachers acknowledge the importance of developing Socio-Emotional Skills in students, as well as the significance of SEL when compared to academic learning. It is understood that the success of SEL projects is related to teachers' prior knowledge about them, as well as their openness to engage with something innovative. The results also point to a differentiation between the representations of teachers with more and less than 10 years of service, revealing the need for Initial Teacher Training (ITT) that includes SEL, as well as constant reflective and collaborative work among the school, professionals, the school community, and families, where Social Education can play a relevant role in this process.
According to Cristóvão et al. (2017), there are numerous studies that recognize the effectiveness of the impact that Social-Emotional Learning (SEL) programs have on students' success, as well as on teachers. This study aims to critically reflect on the implementation of one of these programs within the scope of the Gulbenkian Academies of Knowledge. Thus, based on teachers' representations, it seeks to understand the project's impact on students' success, on the teachers and on their teaching practices. Through a qualitative approach and an exploratory paradigm, this study resorts to teachers' perspectives through semi-structured interviews with the aim of providing insights for future investigations. Both deductive and inductive methods were used, combining predefined categories with categories created inductively from the data, emerging from the respondents' answers to the questions, in line with the specific objectives. Teachers acknowledge the importance of developing Socio-Emotional Skills in students, as well as the significance of SEL when compared to academic learning. It is understood that the success of SEL projects is related to teachers' prior knowledge about them, as well as their openness to engage with something innovative. The results also point to a differentiation between the representations of teachers with more and less than 10 years of service, revealing the need for Initial Teacher Training (ITT) that includes SEL, as well as constant reflective and collaborative work among the school, professionals, the school community, and families, where Social Education can play a relevant role in this process.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Social e Intervenção Comunitária
Keywords
Aprendizagem socioemocional Práticas pedagógicas autopercepcionadas Educação Social Social-emotional learning Self-perceived teaching practices Social education
Citation
Martins, J. F. S. (2023). As representações dos professores sobre o impacto de um projeto de Aprendizagem Socioemocional, no âmbito das Academias Gulbenkian do Conhecimento (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17109