Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/3109 |
Resumo: | In our culture school plays an important role in our children's development, as it promotes not only academic skills but also social skills. It is important to consider the role of teachers in the social and emotional development of their students hence this study aims to gather information on the variables which influence the value they place on their students' social skills as such information is currently lacking. We will begin by a) identifying the skills teachers considered most important for the social and emotional development of the students b) comparing teachers´ evaluations of the importance of social skills for children who have and don t have special educational needs. We will also look to identify possible influences of the variables age, gender, socio-economic status, level of qualification, length of time as a teacher and age group worked with on the importance placed on social skills. In order to achieve these goals, this study interviewed 70 teachers who worked in the first five grades of public regular elementary schools. Eighty per cent of them answered they had in their classroom, or have had in the last two years, at least one student with special educational needs. The participants were asked to rate the importance of each social skill in the social and emotional development of their students who had and who didn´t have special educational needs. These ratings were then transformed into scores and analyzed according to the principles of descriptive and non parametric statistics. The results showed that social skills related to civility, empathy and academic performance were more important to the teachers. Comparing the means of the total importance scores using the Wilcoxon test it was possible to see that the participants considered learning social skills more important to children without special needs. Of all the teachers´ characteristics analyzed in this study, only graduation appears to exert significant influence on how the importance of students' development of social skills is rated. Participants who had completed their education considered social skills less important in childhood, than those who did not graduate or those who had completed post graduate study. |
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Amaro, Livia de Castro PereiraDel Prette, Almirhttp://lattes.cnpq.br/2191226494887247http://lattes.cnpq.br/52707995508286922016-06-02T19:46:20Z2012-10-112016-06-02T19:46:20Z2012-03-05AMARO, Livia de Castro Pereira. Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor. 2012. 94 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012.https://repositorio.ufscar.br/handle/ufscar/3109In our culture school plays an important role in our children's development, as it promotes not only academic skills but also social skills. It is important to consider the role of teachers in the social and emotional development of their students hence this study aims to gather information on the variables which influence the value they place on their students' social skills as such information is currently lacking. We will begin by a) identifying the skills teachers considered most important for the social and emotional development of the students b) comparing teachers´ evaluations of the importance of social skills for children who have and don t have special educational needs. We will also look to identify possible influences of the variables age, gender, socio-economic status, level of qualification, length of time as a teacher and age group worked with on the importance placed on social skills. In order to achieve these goals, this study interviewed 70 teachers who worked in the first five grades of public regular elementary schools. Eighty per cent of them answered they had in their classroom, or have had in the last two years, at least one student with special educational needs. The participants were asked to rate the importance of each social skill in the social and emotional development of their students who had and who didn´t have special educational needs. These ratings were then transformed into scores and analyzed according to the principles of descriptive and non parametric statistics. The results showed that social skills related to civility, empathy and academic performance were more important to the teachers. Comparing the means of the total importance scores using the Wilcoxon test it was possible to see that the participants considered learning social skills more important to children without special needs. Of all the teachers´ characteristics analyzed in this study, only graduation appears to exert significant influence on how the importance of students' development of social skills is rated. Participants who had completed their education considered social skills less important in childhood, than those who did not graduate or those who had completed post graduate study.A escola é um importante agente de socialização em nossa cultura, cuja função não se restringe apenas à promoção da aprendizagem acadêmica, mas também ao desenvolvimento socioemocional dos alunos. Dada à relevância do docente enquanto agente de promoção do desenvolvimento socioemocional de escolares e a carência de informações a respeito de fatores que possam influenciar a avaliação da importância atribuída pelo professor às habilidades sociais infantis, o presente estudo tem como objetivos: a) identificar as subclasses de habilidades sociais mais valorizadas pelos professores para o desenvolvimento socioemocional de seus alunos, b) comparar a avaliação de professores sobre a importância de habilidades sociais de alunos com necessidades educacionais especiais (N.E.E) e de alunos sem N.E.E, c) identificar possíveis influências das seguintes características dos professores: idade, gênero, nível sócio econômico, tipo de formação profissional, tempo de docência e ano escolar para o qual lecionam, sobre a avaliação realizada por eles a respeito da importância das habilidades sociais para o desenvolvimento socioemocional de seus alunos. Com o intuito de atingir os objetivos expostos acima, realizou-se um levantamento junto a 70 professores de classes comuns da rede pública de ensino, que lecionam para alunos matriculados nos primeiros cinco anos do ensino fundamental. Oitenta por cento deles relatou possuir atualmente, ou já ter possuído nos últimos dois anos, ao menos um aluno com necessidades educacionais especiais em sua sala de aula e os vinte por cento restantes declararam não trabalhar ou ter trabalhado nos últimos dois anos com esta população. Foi utilizado um questionário composto por um rol com 59 habilidades sociais infantis, avaliando a importância de cada habilidade para o desenvolvimento socioemocional do(s) aluno(s) com necessidades educacionais especiais e de alunos da mesma classe, porém sem N.E.E.Os dados obtidos a partir das respostas aos questionários foram computados sob forma de escores e analisados por meio de cálculos estatísticos descritivos e inferenciais.Os resultados mostraram uma maior valorização, por parte dos docentes, das habilidades sociais pertencentes às classes de civilidade, empatia e habilidades sociais acadêmicas.. A comparação entre as médias dos escores totais atribuídos às crianças com e sem necessidades educacionais especiais, realizada por meio do teste de Wilcoxon, indicou uma valorização significativamente maior das habilidades sociais em alunos do segundo grupo. Dentre as características sociodemográficas dos docentes que foram analisadas pela presente pesquisa, a única que mostrou ter influência significativa sobre a importância das habilidades sociais dos alunos foi a formação. Professores com formação universitária consideraram as habilidades sociais que compunham o instrumento de pesquisa menos importantes, quando comparados a docentes com outras formações, como, por exemplo, segundo grau completo, cursos de especialização em educação especial ou em outras áreas.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBRHabilidades sociais na infânciaNecessidades educacionais especiaisProfessores de ensino fundamentalChildren´s social skillsSpecial needs educationElementary school teachersCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALHabilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professorinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL4590.pdfapplication/pdf1093653https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/3109/1/4590.pdf7a61fc411ae47d5085cf603ffb4199f6MD51TEXT4590.pdf.txt4590.pdf.txtExtracted texttext/plain0https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/3109/2/4590.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL4590.pdf.jpg4590.pdf.jpgIM Thumbnailimage/jpeg6955https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/3109/3/4590.pdf.jpgded08c2c06cf821311f4456651014208MD53ufscar/31092019-09-11 02:53:15.175oai:repositorio.ufscar.br:ufscar/3109Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222019-09-11T02:53:15Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor |
title |
Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor |
spellingShingle |
Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor Amaro, Livia de Castro Pereira Habilidades sociais na infância Necessidades educacionais especiais Professores de ensino fundamental Children´s social skills Special needs education Elementary school teachers CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor |
title_full |
Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor |
title_fullStr |
Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor |
title_full_unstemmed |
Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor |
title_sort |
Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor |
author |
Amaro, Livia de Castro Pereira |
author_facet |
Amaro, Livia de Castro Pereira |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/5270799550828692 |
dc.contributor.author.fl_str_mv |
Amaro, Livia de Castro Pereira |
dc.contributor.advisor1.fl_str_mv |
Del Prette, Almir |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2191226494887247 |
contributor_str_mv |
Del Prette, Almir |
dc.subject.por.fl_str_mv |
Habilidades sociais na infância Necessidades educacionais especiais Professores de ensino fundamental |
topic |
Habilidades sociais na infância Necessidades educacionais especiais Professores de ensino fundamental Children´s social skills Special needs education Elementary school teachers CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.eng.fl_str_mv |
Children´s social skills Special needs education Elementary school teachers |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
In our culture school plays an important role in our children's development, as it promotes not only academic skills but also social skills. It is important to consider the role of teachers in the social and emotional development of their students hence this study aims to gather information on the variables which influence the value they place on their students' social skills as such information is currently lacking. We will begin by a) identifying the skills teachers considered most important for the social and emotional development of the students b) comparing teachers´ evaluations of the importance of social skills for children who have and don t have special educational needs. We will also look to identify possible influences of the variables age, gender, socio-economic status, level of qualification, length of time as a teacher and age group worked with on the importance placed on social skills. In order to achieve these goals, this study interviewed 70 teachers who worked in the first five grades of public regular elementary schools. Eighty per cent of them answered they had in their classroom, or have had in the last two years, at least one student with special educational needs. The participants were asked to rate the importance of each social skill in the social and emotional development of their students who had and who didn´t have special educational needs. These ratings were then transformed into scores and analyzed according to the principles of descriptive and non parametric statistics. The results showed that social skills related to civility, empathy and academic performance were more important to the teachers. Comparing the means of the total importance scores using the Wilcoxon test it was possible to see that the participants considered learning social skills more important to children without special needs. Of all the teachers´ characteristics analyzed in this study, only graduation appears to exert significant influence on how the importance of students' development of social skills is rated. Participants who had completed their education considered social skills less important in childhood, than those who did not graduate or those who had completed post graduate study. |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-10-11 2016-06-02T19:46:20Z |
dc.date.issued.fl_str_mv |
2012-03-05 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:46:20Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
AMARO, Livia de Castro Pereira. Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor. 2012. 94 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/3109 |
identifier_str_mv |
AMARO, Livia de Castro Pereira. Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor. 2012. 94 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012. |
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https://repositorio.ufscar.br/handle/ufscar/3109 |
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Universidade Federal de São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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Universidade Federal de São Carlos |
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