Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/1817 |
Resumo: | The present study is aimed to analyze how the emotional state of children in vulnerable situations, assisted by the Social Assistance Reference Center (CRAS - Centro de Referência de Assistência Social) in Guarapuava, Paraná state, has manifested. Fifteen children aged from seven to eleven years old, who were assisted by CRAS, were researched. It was a research of mixed character, in which the (in)visibility of social-emotional learning amid human vulnerability was discussed. Data were gathered by means of qualitative and quantitative, analysis of the complexes of social-emotional learning and understanding, vulnerability and theory of mind. The research instrument used was the Test of Emotional Understanding (TEC - Teste de Compreensão Emocional) applied in the CRAS premises. The results show that the degree of difficulty in recognizing the emotions of these children varies downwards as the degree of difficulty of the test advances. The study also revealed that there are relationships that permeate the complexes discussed which are of utmost importance for social-emotional learning. Besides, although very abstract, human vulnerability is identified during the analysis, and what concerns social-emotional issues, its aspects are related to the development of each individual. Thus, it was observed that skills can dialogue with the theory of mind, and although they deal with different theories, their particularities – when analyzed – foster a rich discussion of aspects of social-emotional learning. Thus, it is noted that public policies in Brazil play a key role in this scenario, and it is essential to consider the paths taken in order to understand vulnerability and social assistance. It was concluded that children in assisted vulnerability present variables in the understanding of their emotions, which amplifies the complexity n recognizing emotions according to the degree of difficulty they presented in the TEC. It also demonstrated that, in relation to unassisted children, assisted children obtained a higher degree of recognition of emotions and approached children with learning difficulties. Finally, it is emphasized that in this context, the development of public policies that aim to strengthen social-emotional learning is required in order to make these issues visible in what concerns vulnerability. It also demonstrated that, in relation to unassisted children, assisted children obtained a higher degree of recognition of emotions and were similar to children with learning difficulties. Finally, it is emphasized that in this context, the development of public policies that aim to strengthen social-emotional learning is required in order to make these issues visible in what concerns vulnerability. |
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Vestena, Carla Luciane Blumhttp://lattes.cnpq.br/0863582713179217Saucedo, Letícia Carreñohttp://lattes.cnpq.br/9765141384808493102500270http://lattes.cnpq.br/8311035672102560Meira, Dalvana dos Santos2021-12-18T00:35:13Z2021-03-25Meira, Dalvana dos Santos. Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana. 2021. 110 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava, PR.http://tede.unicentro.br:8080/jspui/handle/jspui/1817The present study is aimed to analyze how the emotional state of children in vulnerable situations, assisted by the Social Assistance Reference Center (CRAS - Centro de Referência de Assistência Social) in Guarapuava, Paraná state, has manifested. Fifteen children aged from seven to eleven years old, who were assisted by CRAS, were researched. It was a research of mixed character, in which the (in)visibility of social-emotional learning amid human vulnerability was discussed. Data were gathered by means of qualitative and quantitative, analysis of the complexes of social-emotional learning and understanding, vulnerability and theory of mind. The research instrument used was the Test of Emotional Understanding (TEC - Teste de Compreensão Emocional) applied in the CRAS premises. The results show that the degree of difficulty in recognizing the emotions of these children varies downwards as the degree of difficulty of the test advances. The study also revealed that there are relationships that permeate the complexes discussed which are of utmost importance for social-emotional learning. Besides, although very abstract, human vulnerability is identified during the analysis, and what concerns social-emotional issues, its aspects are related to the development of each individual. Thus, it was observed that skills can dialogue with the theory of mind, and although they deal with different theories, their particularities – when analyzed – foster a rich discussion of aspects of social-emotional learning. Thus, it is noted that public policies in Brazil play a key role in this scenario, and it is essential to consider the paths taken in order to understand vulnerability and social assistance. It was concluded that children in assisted vulnerability present variables in the understanding of their emotions, which amplifies the complexity n recognizing emotions according to the degree of difficulty they presented in the TEC. It also demonstrated that, in relation to unassisted children, assisted children obtained a higher degree of recognition of emotions and approached children with learning difficulties. Finally, it is emphasized that in this context, the development of public policies that aim to strengthen social-emotional learning is required in order to make these issues visible in what concerns vulnerability. It also demonstrated that, in relation to unassisted children, assisted children obtained a higher degree of recognition of emotions and were similar to children with learning difficulties. Finally, it is emphasized that in this context, the development of public policies that aim to strengthen social-emotional learning is required in order to make these issues visible in what concerns vulnerability.O presente estudo teve como principal objetivo analisar como tem se manifestado o estado emocional de crianças em situação de vulnerabilidade, assistidas pelo Centro de Referência de Assistência Social - CRAS de Guarapuava-Pr. Os sujeitos pesquisados foram quinze crianças entre sete e onze anos de idade, assistidas pelo CRAS. Tratou-se de uma pesquisa de caráter misto, na qual discutiu-se a (in)visibilidade da aprendizagem socioemocional em meio a vulnerabilidade humana. Os dados foram obtidos por meio da análise qualitativa e quantitativa acerca dos complexos da aprendizagem socioemocional, compreensão socioemocional, vulnerabilidade e teoria da mente. O instrumento de investigação utilizado, trata-se do Teste de Compreensão Emocional (TEC), aplicado no espaço do CRAS. Os resultados apontam que o grau de dificuldade no reconhecimento das emoções destas crianças oscila para menos na medida em que se avança o grau de dificuldade do teste. O estudo revelou ainda, existir relações entre os complexos discutidos, sendo estes de suma importância para aprendizagem socioemocional. A vulnerabilidade humana embora apresente-se bastante abstrata, é identificada durante a análise e seus aspectos se relacionam com o desenvolvimento de cada indivíduo, no que tange as questões socioemocionais. Observou-se que, as habilidades e competências podem dialogar com a teoria da mente, embora tratarem de teorias distintas, suas particularidades se analisadas potencializam uma rica discussão para aspectos da aprendizagem socioemocional. Nota-se que, as políticas públicas no Brasil, desempenham papel crucial no cenário discutindo, sendo indispensável considerar os caminhos percorridos, para compreensão da vulnerabilidade e assistencial social. Concluiu-se que crianças em vulnerabilidade assistidas apresentam variáveis na compreensão de suas emoções, acentuando a dificuldade no reconhecimento das emoções de acordo com seu grau de dificuldade apresentado no TEC. Demonstrou ainda que em relação a crianças desassistidas, crianças assistidas obtiveram maior grau de reconhecimento das emoções e se aproximaram de crianças com dificuldade de aprendizagem. Por fim, destaca-se que diante desse contexto, demanda-se o desenvolvimento de políticas públicas que visem o fortalecimento da aprendizagem socioemocional afim de visibilizar essas questões diante da vulnerabilidade.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2021-12-18T00:35:13Z No. of bitstreams: 1 Dissertação - Dalvana S. Meira.pdf: 2755231 bytes, checksum: be9e829b915b398c77f56cbe51d15523 (MD5)Made available in DSpace on 2021-12-18T00:35:13Z (GMT). No. of bitstreams: 1 Dissertação - Dalvana S. Meira.pdf: 2755231 bytes, checksum: be9e829b915b398c77f56cbe51d15523 (MD5) Previous issue date: 2021-03-25Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede.unicentro.br:8080/jspui/retrieve/7866/Disserta%c3%a7%c3%a3o%20-%20Dalvana%20S.%20Meira.pdf.jpgporUniversidade Estadual do Centro-OestePrograma de Pós-Graduação em Educação (Mestrado - Irati)UNICENTROBrasilUnicentro::Departamento de Ciências Humanas, Letras e ArtesAprendizagem socioemocionalcompreensão socioemocionalVulnerabilidadeTeoria da menteSocial-emotional learningsocial-emotional understandingvulnerabilitytheory of mindCIENCIAS HUMANAS::EDUCACAOAprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humanaSocial-emotional learning: (in)visibility amid human vulnerabilityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-50031484803759070236006006006004271042743852231756-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UNICENTROinstname:Universidade Estadual do Centro-Oeste (UNICENTRO)instacron:UNICENTROTHUMBNAILDissertação - Dalvana S. 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dc.title.por.fl_str_mv |
Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana |
dc.title.alternative.eng.fl_str_mv |
Social-emotional learning: (in)visibility amid human vulnerability |
title |
Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana |
spellingShingle |
Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana Meira, Dalvana dos Santos Aprendizagem socioemocional compreensão socioemocional Vulnerabilidade Teoria da mente Social-emotional learning social-emotional understanding vulnerability theory of mind CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana |
title_full |
Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana |
title_fullStr |
Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana |
title_full_unstemmed |
Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana |
title_sort |
Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana |
author |
Meira, Dalvana dos Santos |
author_facet |
Meira, Dalvana dos Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vestena, Carla Luciane Blum |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0863582713179217 |
dc.contributor.advisor-co1.fl_str_mv |
Saucedo, Letícia Carreño |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/9765141384808493 |
dc.contributor.authorID.fl_str_mv |
102500270 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8311035672102560 |
dc.contributor.author.fl_str_mv |
Meira, Dalvana dos Santos |
contributor_str_mv |
Vestena, Carla Luciane Blum Saucedo, Letícia Carreño |
dc.subject.por.fl_str_mv |
Aprendizagem socioemocional compreensão socioemocional Vulnerabilidade Teoria da mente |
topic |
Aprendizagem socioemocional compreensão socioemocional Vulnerabilidade Teoria da mente Social-emotional learning social-emotional understanding vulnerability theory of mind CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Social-emotional learning social-emotional understanding vulnerability theory of mind |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present study is aimed to analyze how the emotional state of children in vulnerable situations, assisted by the Social Assistance Reference Center (CRAS - Centro de Referência de Assistência Social) in Guarapuava, Paraná state, has manifested. Fifteen children aged from seven to eleven years old, who were assisted by CRAS, were researched. It was a research of mixed character, in which the (in)visibility of social-emotional learning amid human vulnerability was discussed. Data were gathered by means of qualitative and quantitative, analysis of the complexes of social-emotional learning and understanding, vulnerability and theory of mind. The research instrument used was the Test of Emotional Understanding (TEC - Teste de Compreensão Emocional) applied in the CRAS premises. The results show that the degree of difficulty in recognizing the emotions of these children varies downwards as the degree of difficulty of the test advances. The study also revealed that there are relationships that permeate the complexes discussed which are of utmost importance for social-emotional learning. Besides, although very abstract, human vulnerability is identified during the analysis, and what concerns social-emotional issues, its aspects are related to the development of each individual. Thus, it was observed that skills can dialogue with the theory of mind, and although they deal with different theories, their particularities – when analyzed – foster a rich discussion of aspects of social-emotional learning. Thus, it is noted that public policies in Brazil play a key role in this scenario, and it is essential to consider the paths taken in order to understand vulnerability and social assistance. It was concluded that children in assisted vulnerability present variables in the understanding of their emotions, which amplifies the complexity n recognizing emotions according to the degree of difficulty they presented in the TEC. It also demonstrated that, in relation to unassisted children, assisted children obtained a higher degree of recognition of emotions and approached children with learning difficulties. Finally, it is emphasized that in this context, the development of public policies that aim to strengthen social-emotional learning is required in order to make these issues visible in what concerns vulnerability. It also demonstrated that, in relation to unassisted children, assisted children obtained a higher degree of recognition of emotions and were similar to children with learning difficulties. Finally, it is emphasized that in this context, the development of public policies that aim to strengthen social-emotional learning is required in order to make these issues visible in what concerns vulnerability. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-18T00:35:13Z |
dc.date.issued.fl_str_mv |
2021-03-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Meira, Dalvana dos Santos. Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana. 2021. 110 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava, PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/1817 |
identifier_str_mv |
Meira, Dalvana dos Santos. Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana. 2021. 110 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava, PR. |
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http://tede.unicentro.br:8080/jspui/handle/jspui/1817 |
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por |
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Universidade Estadual do Centro-Oeste |
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Programa de Pós-Graduação em Educação (Mestrado - Irati) |
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UNICENTRO |
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Brasil |
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Unicentro::Departamento de Ciências Humanas, Letras e Artes |
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Universidade Estadual do Centro-Oeste |
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