Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/13827 |
Resumo: | Educational laws are historical, occupy important spaces and direct pedagogical activities and, consequently, the initial training of teachers. In this context, Special Education becomes a field of visibility since education is a right for all and students of the Special Education target audience are part of these policies and, consequently, of the educational action of future teachers. Countless researches are carried out uniting this public, but in the context of Social Skills Training (THS), there are still few researches involving this population. Thus, this research aimed to develop, implement and evaluate the effectiveness of a Training in Social and Social Educational Skills, with an emphasis on Special Education, for students of undergraduate courses regarding: 1. The repertoire of social, social and educational skills and social attitudes towards inclusion; 2. The perception of the contribution of educational social and social skills to personal and professional training in the view of the participants; 3. Refining the lesson plans of the participants. The research was characterized as experimental, with a pre- and post-test design with a control group and follow-up after the end of four months of intervention. 26 undergraduate students participated in the Pedagogy, Special Education and Degree in Chemistry courses, with only two males and an average age of 21 years. The THS took place at a public university and had 13 intervention sessions, being the data collection instruments: 1. Questionnaire: Knowledge and Use of Educational Social and Social Skills at school, 2. Social Skills Inventory 2, 3. Inventory of Educational Social Skills, 4. Likert Scale of Social Attitudes towards Inclusion, 5. Weekly Meeting Evaluation Form, 6. Social Evaluation Questionnaire for the Program, and 7. Lesson Plans produced by students. For data analysis, repeated measures ANOVA using SPSS, content analysis and textual analysis using the IRAMUEC software were used. The results showed significant differences between the experimental and control groups in the scores of the Social Skills Inventory 2, Social Educational Skills Inventory and Likert Scale of Social Attitudes towards Inclusion, suggesting that the THS was effective for the participants in the experimental group. The content analysis showed that the participants of the experimental group positively evaluated themselves in the participation of the THS and that this type of intervention can help the reflective practice in future teachers. The lesson plans showed no differences in the pre and post-tests, but they did raise important discussions, such as having the student as the main guiding axis in the elaboration of these plans. For future research it is suggested to test how the groups would behave with a long-term HRT (2 semesters for example) maintaining the scientific rigors of control and experimental groups, how the social skills and educational social skills would be (and if they would be) applied by students in the internship contexts encompassing both their own and their supervisors' views, testing how the THS could impact the application of a lesson plan in an internship context and a longitudinal study that understood the entry and exit repertoires of university students who go through such a THS. |
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Lessa, Tatiane Cristina RodriguesDel Prette, Almirhttp://lattes.cnpq.br/2191226494887247http://lattes.cnpq.br/8114529994792640c1324c86-456a-4043-869e-81c26411a2602021-02-08T14:46:33Z2021-02-08T14:46:33Z2020-12-16LESSA, Tatiane Cristina Rodrigues. Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial. 2020. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13827.https://repositorio.ufscar.br/handle/ufscar/13827Educational laws are historical, occupy important spaces and direct pedagogical activities and, consequently, the initial training of teachers. In this context, Special Education becomes a field of visibility since education is a right for all and students of the Special Education target audience are part of these policies and, consequently, of the educational action of future teachers. Countless researches are carried out uniting this public, but in the context of Social Skills Training (THS), there are still few researches involving this population. Thus, this research aimed to develop, implement and evaluate the effectiveness of a Training in Social and Social Educational Skills, with an emphasis on Special Education, for students of undergraduate courses regarding: 1. The repertoire of social, social and educational skills and social attitudes towards inclusion; 2. The perception of the contribution of educational social and social skills to personal and professional training in the view of the participants; 3. Refining the lesson plans of the participants. The research was characterized as experimental, with a pre- and post-test design with a control group and follow-up after the end of four months of intervention. 26 undergraduate students participated in the Pedagogy, Special Education and Degree in Chemistry courses, with only two males and an average age of 21 years. The THS took place at a public university and had 13 intervention sessions, being the data collection instruments: 1. Questionnaire: Knowledge and Use of Educational Social and Social Skills at school, 2. Social Skills Inventory 2, 3. Inventory of Educational Social Skills, 4. Likert Scale of Social Attitudes towards Inclusion, 5. Weekly Meeting Evaluation Form, 6. Social Evaluation Questionnaire for the Program, and 7. Lesson Plans produced by students. For data analysis, repeated measures ANOVA using SPSS, content analysis and textual analysis using the IRAMUEC software were used. The results showed significant differences between the experimental and control groups in the scores of the Social Skills Inventory 2, Social Educational Skills Inventory and Likert Scale of Social Attitudes towards Inclusion, suggesting that the THS was effective for the participants in the experimental group. The content analysis showed that the participants of the experimental group positively evaluated themselves in the participation of the THS and that this type of intervention can help the reflective practice in future teachers. The lesson plans showed no differences in the pre and post-tests, but they did raise important discussions, such as having the student as the main guiding axis in the elaboration of these plans. For future research it is suggested to test how the groups would behave with a long-term HRT (2 semesters for example) maintaining the scientific rigors of control and experimental groups, how the social skills and educational social skills would be (and if they would be) applied by students in the internship contexts encompassing both their own and their supervisors' views, testing how the THS could impact the application of a lesson plan in an internship context and a longitudinal study that understood the entry and exit repertoires of university students who go through such a THS.As legislações educacionais são históricas, ocupam importantes espaços e direcionam os fazeres pedagógicos e, por consequência a formação inicial de professores. Nesse contexto, a Educação Especial se torna campo de visibilidade uma vez que a educação é um direito de todos e os alunos do público-alvo da Educação Especial fazem parte dessas políticas e, consequentemente, da ação educativa dos futuros professores. Inúmeras pesquisas são realizadas unindo esse público, mas no contexto do Treinamento de Habilidades Sociais (THS) ainda são poucas as pesquisas que envolvam essa população. Assim, a presente pesquisa teve como objetivo elaborar, implementar e avaliar a efetividade de um Treinamento em Habilidades Sociais e Sociais Educativas, com ênfase na Educação Especial, para alunos dos cursos de licenciaturas quanto: 1. Ao próprio repertório de habilidades sociais, sociais educativas e atitudes sociais em relação à inclusão; 2. A percepção de contribuição das habilidades sociais e sociais educativas para a formação pessoal e profissional na visão dos participantes; 3. Ao refinamento dos planos de aula dos participantes. A pesquisa caracterizou-se como experimental, tendo o delineamento de pré e pós-teste com grupo controle e follow-up após o final de quatro meses de intervenção. Participaram 26 licenciandos dos cursos de Pedagogia, Educação Especial e Licenciatura em Química sendo apenas dois do sexo masculino e idade média de 21 anos. O THS ocorreu em uma universidade pública e contou com 13 sessões de intervenção sendo os instrumentos de coleta de dados: 1. Questionário: Conhecimentos e Utilização das Habilidades Sociais e Sociais Educativas na escola, 2.Inventário de Habilidades Sociais 2, 3.Inventário de Habilidades Sociais Educativas, 4. Escala Likert de Atitudes Sociais em Relação à Inclusão, 5. Ficha de Avaliação Semanal dos Encontros, 6. Questionário de Avaliação Social do Programa e, 7. Planos de Aulas produzidos pelos alunos. Para a análise de dados utilizou-se a ANOVA de medidas repetidas por meio do SPSS, análise de conteúdo e análise textual por meio do software IRAMUEC. Os resultados evidenciaram diferenças significativas entre os grupos experimental e controle nos escores do Inventário de Habilidades Sociais 2, Inventário de Habilidades Sociais Educativas e Escala Likert de Atitudes Sociais em Relação à Inclusão sugerindo que o THS foi efetivo para os participantes do grupo experimental. A análise de conteúdo demonstrou que os participantes do grupo experimental se autoavaliaram positivamente na participação do THS e que esse tipo de intervenção pode auxiliar a prática reflexiva em futuros professores. Os planos de aula não apresentaram diferenças no pré e pós-teste, mas suscitaram discussões importantes como, por exemplo, ter o aluno enquanto principal eixo norteador na elaboração desses planos. Para futuras pesquisas sugere-se testar como os grupos se comportariam com um THS de longo prazo (2 semestres por exemplo) mantendo os rigores científicos de grupos controle e experimental, como as habilidades sociais e habilidades sociais educativas seriam (e se seriam) aplicadas pelos alunos nos contextos de estágio englobando tanto a visão dos mesmos como a de seus supervisores, testar como o THS poderia impactar na aplicação de um plano de aula em um contexto de estágio e um estudo longitudinal que compreendesse os repertórios de entrada e saída dos universitários que passassem por um THS desse tipo.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)CNPq: 141095/2017-2porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducação EspecialTreinamento de Habilidades SociaisFormação Inicial de ProfessoresPrática reflexivaSpecial EducationSocial skills trainingInitial teacher trainingReflective practiceCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOContribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação EspecialContributions to a training of social skills in the initial teacher training for Special Educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis600600861bbc5c-dcfb-47d5-baa1-48393944ea02reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/13827/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTTese_autodeposito.pdf.txtTese_autodeposito.pdf.txtExtracted texttext/plain339515https://repositorio.ufscar.br/bitstream/ufscar/13827/4/Tese_autodeposito.pdf.txte109b44d6a0dc11a8c921fe0aca4f356MD54Carta autorização para autodepósito.pdf.txtCarta autorização para autodepósito.pdf.txtExtracted texttext/plain1911https://repositorio.ufscar.br/bitstream/ufscar/13827/6/Carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdf.txta666178ada17c9727cb4c7d6848efe1eMD56Carta_de_autorizacao.pdf.txtCarta_de_autorizacao.pdf.txtExtracted texttext/plain1911https://repositorio.ufscar.br/bitstream/ufscar/13827/10/Carta_de_autorizacao.pdf.txtb1e072a234c89bec1d0bd2f164d255b1MD510THUMBNAILTese_autodeposito.pdf.jpgTese_autodeposito.pdf.jpgIM Thumbnailimage/jpeg5242https://repositorio.ufscar.br/bitstream/ufscar/13827/5/Tese_autodeposito.pdf.jpg7e1759339bb5ee27b2cfe6c00ef43d09MD55Carta autorização para autodepósito.pdf.jpgCarta autorização para autodepósito.pdf.jpgIM Thumbnailimage/jpeg13988https://repositorio.ufscar.br/bitstream/ufscar/13827/7/Carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdf.jpg851cdd388b857e4ac7caef6dd242808bMD57Carta_de_autorizacao.pdf.jpgCarta_de_autorizacao.pdf.jpgIM Thumbnailimage/jpeg13867https://repositorio.ufscar.br/bitstream/ufscar/13827/11/Carta_de_autorizacao.pdf.jpgcdea2dce0acdedf844aceb97d170bf91MD511ORIGINALTese_autodeposito.pdfTese_autodeposito.pdfTese completaapplication/pdf1222348https://repositorio.ufscar.br/bitstream/ufscar/13827/8/Tese_autodeposito.pdff5242a2a82d48d236005892f325f7029MD58Carta_de_autorizacao.pdfCarta_de_autorizacao.pdfCarta de autorização do orientadorapplication/pdf289668https://repositorio.ufscar.br/bitstream/ufscar/13827/9/Carta_de_autorizacao.pdf67a319f5e31f4b9a2bf0aa817c645ce7MD59ufscar/138272023-09-18 18:32:06.662oai:repositorio.ufscar.br:ufscar/13827Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:06Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial |
dc.title.alternative.eng.fl_str_mv |
Contributions to a training of social skills in the initial teacher training for Special Education |
title |
Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial |
spellingShingle |
Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial Lessa, Tatiane Cristina Rodrigues Educação Especial Treinamento de Habilidades Sociais Formação Inicial de Professores Prática reflexiva Special Education Social skills training Initial teacher training Reflective practice CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial |
title_full |
Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial |
title_fullStr |
Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial |
title_full_unstemmed |
Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial |
title_sort |
Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial |
author |
Lessa, Tatiane Cristina Rodrigues |
author_facet |
Lessa, Tatiane Cristina Rodrigues |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8114529994792640 |
dc.contributor.author.fl_str_mv |
Lessa, Tatiane Cristina Rodrigues |
dc.contributor.advisor1.fl_str_mv |
Del Prette, Almir |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2191226494887247 |
dc.contributor.authorID.fl_str_mv |
c1324c86-456a-4043-869e-81c26411a260 |
contributor_str_mv |
Del Prette, Almir |
dc.subject.por.fl_str_mv |
Educação Especial Treinamento de Habilidades Sociais Formação Inicial de Professores Prática reflexiva |
topic |
Educação Especial Treinamento de Habilidades Sociais Formação Inicial de Professores Prática reflexiva Special Education Social skills training Initial teacher training Reflective practice CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Special Education Social skills training Initial teacher training Reflective practice |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
Educational laws are historical, occupy important spaces and direct pedagogical activities and, consequently, the initial training of teachers. In this context, Special Education becomes a field of visibility since education is a right for all and students of the Special Education target audience are part of these policies and, consequently, of the educational action of future teachers. Countless researches are carried out uniting this public, but in the context of Social Skills Training (THS), there are still few researches involving this population. Thus, this research aimed to develop, implement and evaluate the effectiveness of a Training in Social and Social Educational Skills, with an emphasis on Special Education, for students of undergraduate courses regarding: 1. The repertoire of social, social and educational skills and social attitudes towards inclusion; 2. The perception of the contribution of educational social and social skills to personal and professional training in the view of the participants; 3. Refining the lesson plans of the participants. The research was characterized as experimental, with a pre- and post-test design with a control group and follow-up after the end of four months of intervention. 26 undergraduate students participated in the Pedagogy, Special Education and Degree in Chemistry courses, with only two males and an average age of 21 years. The THS took place at a public university and had 13 intervention sessions, being the data collection instruments: 1. Questionnaire: Knowledge and Use of Educational Social and Social Skills at school, 2. Social Skills Inventory 2, 3. Inventory of Educational Social Skills, 4. Likert Scale of Social Attitudes towards Inclusion, 5. Weekly Meeting Evaluation Form, 6. Social Evaluation Questionnaire for the Program, and 7. Lesson Plans produced by students. For data analysis, repeated measures ANOVA using SPSS, content analysis and textual analysis using the IRAMUEC software were used. The results showed significant differences between the experimental and control groups in the scores of the Social Skills Inventory 2, Social Educational Skills Inventory and Likert Scale of Social Attitudes towards Inclusion, suggesting that the THS was effective for the participants in the experimental group. The content analysis showed that the participants of the experimental group positively evaluated themselves in the participation of the THS and that this type of intervention can help the reflective practice in future teachers. The lesson plans showed no differences in the pre and post-tests, but they did raise important discussions, such as having the student as the main guiding axis in the elaboration of these plans. For future research it is suggested to test how the groups would behave with a long-term HRT (2 semesters for example) maintaining the scientific rigors of control and experimental groups, how the social skills and educational social skills would be (and if they would be) applied by students in the internship contexts encompassing both their own and their supervisors' views, testing how the THS could impact the application of a lesson plan in an internship context and a longitudinal study that understood the entry and exit repertoires of university students who go through such a THS. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-16 |
dc.date.accessioned.fl_str_mv |
2021-02-08T14:46:33Z |
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2021-02-08T14:46:33Z |
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LESSA, Tatiane Cristina Rodrigues. Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial. 2020. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13827. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/13827 |
identifier_str_mv |
LESSA, Tatiane Cristina Rodrigues. Contribuições de um treinamento de habilidades sociais na formação inicial de professores para a Educação Especial. 2020. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13827. |
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