Educação emocional na escola : uma proposta possível
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | 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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Stobäus, 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 9º 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 Pré-teste, que os estudantes apresentaram níveis médios para altos de AP; baixos níveis de AN; e níveis médios 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 temáticas: as emoções e sentimentos, sua ação 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 percepção e a estima de si. Tratamos da empatia e da assertividade, pois o entendimento e a sua utilização desses conceitos nas relações, favorece as conexões emocionais. Trabalhamos, ainda, com o funcionamento do encéfalo como o centro do pensamento, das emoções, das sensações, do comportamento e da memória. Ao compararmos, por meio de uma ANOVA, os resultados das médias dos estudantes nas duas escalas, antes e depois das Oficinas, dos grupos experimental e controle, constatamos que o grupo experimental apresentou médias mais baixas de AP e AE, no pré-teste, do que o grupo controle, e níveis mais altos de AN. Verificamos que, o grupo experimental, no Pós-teste, teve aumento estatisticamente significativo nas médias nos AP. Os AN e a AE, também modificaram na direção esperada, reduzindo nos AN e aumentando na AE, embora não tenham sido significativos. O grupo controle permaneceu com as médias praticamente sem alterações, do Pré para o Pós-teste. Os resultados do desempenho escolar, do grupo experimental, apresentaram melhora, após as Oficinas. Acreditamos que todos esses resultados, podem indicar que, nosso estudo foi relevante por ter revelado resultados positivos, mostrando que quando a dimensão emocional é intencionalmente desenvolvida, por meio de uma ação educativa organizada no contexto escolar, pode modificar de forma positiva os níveis de AP, AN e AE dos estudantes, fato que pode levar a repercussões positivas na vida acadêmica e pessoal dos alunos.Submitted by Setor de Tratamento da Informação - 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). No. of bitstreams: 1 TES_ALINE_ROCHA_MENDES_COMPLETO.pdf: 1705036 bytes, checksum: b7ec9e051c3f542910c634a6408f9c62 (MD5) Previous issue date: 2016-01-05Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/164553/TES_ALINE_ROCHA_MENDES_COMPLETO.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em EducaçãoPUCRSBrasilFaculdade de EducaçãoEMOÇÕESADOLESCENTESESCOLASMÉTODOS E TÉCNICAS DE ENSINOEDUCAÇÃOCIENCIAS HUMANAS::EDUCACAOEducação emocional na escola : uma proposta possívelinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-8451285793228477937600600600600-3459865808041894734-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTES_ALINE_ROCHA_MENDES_COMPLETO.pdf.jpgTES_ALINE_ROCHA_MENDES_COMPLETO.pdf.jpgimage/jpeg2970http://tede2.pucrs.br/tede2/bitstream/tede/6601/4/TES_ALINE_ROCHA_MENDES_COMPLETO.pdf.jpg0834ae5d8cfcbe406a168dfa938f4ff8MD54TEXTTES_ALINE_ROCHA_MENDES_COMPLETO.pdf.txtTES_ALINE_ROCHA_MENDES_COMPLETO.pdf.txttext/plain297153http://tede2.pucrs.br/tede2/bitstream/tede/6601/3/TES_ALINE_ROCHA_MENDES_COMPLETO.pdf.txt88c0b3d332ea7c85ca1c7a2d3af2d3a4MD53ORIGINALTES_ALINE_ROCHA_MENDES_COMPLETO.pdfTES_ALINE_ROCHA_MENDES_COMPLETO.pdfapplication/pdf1705036http://tede2.pucrs.br/tede2/bitstream/tede/6601/2/TES_ALINE_ROCHA_MENDES_COMPLETO.pdfb7ec9e051c3f542910c634a6408f9c62MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/6601/1/license.txt5a9d6006225b368ef605ba16b4f6d1beMD51tede/66012016-04-18 12:00:53.427oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2016-04-18T15:00:53Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Educação emocional na escola : uma proposta possível |
title |
Educação emocional na escola : uma proposta possível |
spellingShingle |
Educação emocional na escola : uma proposta possível Mendes, Aline Rocha EMOÇÕES ADOLESCENTES ESCOLAS MÉTODOS E TÉCNICAS DE ENSINO EDUCAÇÃO CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação emocional na escola : uma proposta possível |
title_full |
Educação emocional na escola : uma proposta possível |
title_fullStr |
Educação emocional na escola : uma proposta possível |
title_full_unstemmed |
Educação emocional na escola : uma proposta possível |
title_sort |
Educação emocional na escola : uma proposta possível |
author |
Mendes, Aline Rocha |
author_facet |
Mendes, Aline Rocha |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Stobäus, 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 |
Stobäus, Claus Dieter |
dc.subject.por.fl_str_mv |
EMOÇÕES ADOLESCENTES ESCOLAS MÉTODOS E TÉCNICAS DE ENSINO EDUCAÇÃO |
topic |
EMOÇÕES ADOLESCENTES ESCOLAS MÉTODOS E TÉCNICAS DE ENSINO EDUCAÇÃO 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. |
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2016 |
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