Empathy in the educational context: reports from young adult and adult students
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Ensino em Revista |
Texto Completo: | https://seer.ufu.br/index.php/emrevista/article/view/66804 |
Resumo: | This article discusses the importance of valuing empathy in the educational context and, particularly, in Youth and Adult Education. As an objective, it is intended to investigate how empathy or the lack of it in the teacher-student relationship can interfere in the teaching and learning process. Therefore, a questionnaire was applied to a class of young and adult students from a campus of the Federal Fluminense Institute, which was elaborated based on Carl Rogers' theory on the multidimensional construct of empathy, which includes three components: cognitive, affective and behavioral. The data obtained reveal that, in an environment that is not conducive to empathy, students seek, on their own initiative, strategies to create empathic relationships with teachers in order to remain linked to the school. |
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Empathy in the educational context: reports from young adult and adult students La empatía en el contexto educativo: relatos de estudiantes jóvenes y adultos Empatia no contexto educacional: relatos de estudantes jovens e adultos EmpatiaEducação de Jovens e AdultosRelação professor-alunoProcesso de ensino e aprendizagemEmpathyYouth and Adult EducationTeacher-student relationshipTeaching and learning processEmpatíaEducación de jóvenes y adultosRelación profesor-alumnoProceso de enseñanza y aprendizajeThis article discusses the importance of valuing empathy in the educational context and, particularly, in Youth and Adult Education. As an objective, it is intended to investigate how empathy or the lack of it in the teacher-student relationship can interfere in the teaching and learning process. Therefore, a questionnaire was applied to a class of young and adult students from a campus of the Federal Fluminense Institute, which was elaborated based on Carl Rogers' theory on the multidimensional construct of empathy, which includes three components: cognitive, affective and behavioral. The data obtained reveal that, in an environment that is not conducive to empathy, students seek, on their own initiative, strategies to create empathic relationships with teachers in order to remain linked to the school.Este artículo discurre sobre la importancia de valorar la empatía en el contexto educativo y, en particular, en la Educación de Jóvenes y Adultos. Como objetivo, se pretende investigar cómo la empatía o la falta de ella en la relación profesor-alumno puede interferir en el proceso de enseñanza y aprendizaje. Por tanto, se aplicó un cuestionario a un grupo de estudiantes de jóvenes y adultos de un campus del Instituto Federal Fluminense, el cual fue elaborado a partir de la teoría de Carl Rogers sobre el constructo multidimensional de la empatía, que incluye tres componentes: cognitivo, afectivo y conductual. Los datos obtenidos revelan que, en un entorno poco propicio para la empatía, los estudiantes buscan, por iniciativa propia, estrategias para crear relaciones empáticas con los profesores para mantenerse vinculados a la escuela.Este artigo discorre sobre a importância de valorizar a empatia no contexto educacional e, particularmente, na Educação de Jovens e Adultos. Como objetivo, pretende-se investigar como a empatia ou a falta dela na relação professor-aluno pode interferir no processo de ensino e aprendizagem. Para tanto, aplicou-se um questionário a uma turma de estudantes jovens e adultos de um campus do Instituto Federal Fluminense, que foi elaborado com base na teoria de Carl Rogers sobre o construto multidimensional da empatia, no qual inclui três componentes: cognitivo, afetivo e comportamental. Os dados obtidos revelam que, em meio a um ambiente não propício à empatia, os alunos buscam, por iniciativa própria, estratégias para criar relações empáticas com os professores para continuarem vinculados à escola.Universidade Federal de Uberlândia2022-08-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/6680410.14393/ER-v29a2022-39Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e039Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e039Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e0391983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporenghttps://seer.ufu.br/index.php/emrevista/article/view/66804/34520https://seer.ufu.br/index.php/emrevista/article/view/66804/34521Copyright (c) 2022 Gerson Tavares do Carmo, Rozana Quintanilha Gomes Souzahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCarmo, Gerson Tavares doSouza, Rozana Quintanilha Gomes2023-01-06T17:29:06Zoai:ojs.www.seer.ufu.br:article/66804Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2023-01-06T17:29:06Ensino em Revista - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Empathy in the educational context: reports from young adult and adult students La empatía en el contexto educativo: relatos de estudiantes jóvenes y adultos Empatia no contexto educacional: relatos de estudantes jovens e adultos |
title |
Empathy in the educational context: reports from young adult and adult students |
spellingShingle |
Empathy in the educational context: reports from young adult and adult students Carmo, Gerson Tavares do Empatia Educação de Jovens e Adultos Relação professor-aluno Processo de ensino e aprendizagem Empathy Youth and Adult Education Teacher-student relationship Teaching and learning process Empatía Educación de jóvenes y adultos Relación profesor-alumno Proceso de enseñanza y aprendizaje |
title_short |
Empathy in the educational context: reports from young adult and adult students |
title_full |
Empathy in the educational context: reports from young adult and adult students |
title_fullStr |
Empathy in the educational context: reports from young adult and adult students |
title_full_unstemmed |
Empathy in the educational context: reports from young adult and adult students |
title_sort |
Empathy in the educational context: reports from young adult and adult students |
author |
Carmo, Gerson Tavares do |
author_facet |
Carmo, Gerson Tavares do Souza, Rozana Quintanilha Gomes |
author_role |
author |
author2 |
Souza, Rozana Quintanilha Gomes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Carmo, Gerson Tavares do Souza, Rozana Quintanilha Gomes |
dc.subject.por.fl_str_mv |
Empatia Educação de Jovens e Adultos Relação professor-aluno Processo de ensino e aprendizagem Empathy Youth and Adult Education Teacher-student relationship Teaching and learning process Empatía Educación de jóvenes y adultos Relación profesor-alumno Proceso de enseñanza y aprendizaje |
topic |
Empatia Educação de Jovens e Adultos Relação professor-aluno Processo de ensino e aprendizagem Empathy Youth and Adult Education Teacher-student relationship Teaching and learning process Empatía Educación de jóvenes y adultos Relación profesor-alumno Proceso de enseñanza y aprendizaje |
description |
This article discusses the importance of valuing empathy in the educational context and, particularly, in Youth and Adult Education. As an objective, it is intended to investigate how empathy or the lack of it in the teacher-student relationship can interfere in the teaching and learning process. Therefore, a questionnaire was applied to a class of young and adult students from a campus of the Federal Fluminense Institute, which was elaborated based on Carl Rogers' theory on the multidimensional construct of empathy, which includes three components: cognitive, affective and behavioral. The data obtained reveal that, in an environment that is not conducive to empathy, students seek, on their own initiative, strategies to create empathic relationships with teachers in order to remain linked to the school. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/66804 10.14393/ER-v29a2022-39 |
url |
https://seer.ufu.br/index.php/emrevista/article/view/66804 |
identifier_str_mv |
10.14393/ER-v29a2022-39 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/66804/34520 https://seer.ufu.br/index.php/emrevista/article/view/66804/34521 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Gerson Tavares do Carmo, Rozana Quintanilha Gomes Souza http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Gerson Tavares do Carmo, Rozana Quintanilha Gomes Souza http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e039 Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e039 Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e039 1983-1730 0104-3757 reponame:Ensino em Revista instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Ensino em Revista |
collection |
Ensino em Revista |
repository.name.fl_str_mv |
Ensino em Revista - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
||ensinoemrevista@gmail.com |
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1799944223702646784 |