Loading...
Publication
A percepção dos professores quanto ao comportamento dos alunos com TDAH que frequentam as aulas de educação socioemocional em uma escola privada do Rio de Janeiro
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação de mestrado_2022119281 | 2.46 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Embora haja uma vasta literatura sobre as habilidades sociais de crianças com TDAH e um interesse progressivo em relação às competências socioemocionais no campo da educação, pouco se sabe sobre o desenvolvimento dessas competências em crianças com transtorno do déficit de atenção e hiperatividade nas aulas de Educação Socioemocional. Logo, o presente estudo teve como objetivo conhecer a percepção dos professores de Educação Socioemocional e do ensino regular quanto às mudanças comportamentais em alunos diagnosticados com TDAH, que frequentam as aulas de Educação Socioemocional, considerando as competências socioemocionais propostas pela BNCC. A metodologia adotada para esta pesquisa teve uma abordagem descritiva e qualitativa e buscou uma compreensão aprofundada das experiências dos participantes em relação ao fenômeno estudado. Foram entrevistados oito (8) professores, sendo três (3) professores de Educação Socioemocional e cinco (5) professores do Ensino Regular que lecionam disciplinas como Língua Portuguesa, Matemática, História, Ciências, Geografia, Música, Educação Física, Ensino Religioso, Arte, Informática e Inglês e que têm em sua sala de aula um ou mais alunos com TDAH. Todos os professores atuam no primeiro segmento do Ensino Fundamental (Fundamental I – 1º ao 5º ano) e fazem parte de uma escola privada localizada no município do Rio de Janeiro. Neste estudo, os participantes têm o mesmo sexo e faixas etárias variadas. Nesta investigação, foram selecionados participantes com formação em magistério, pedagogia ou licenciatura em uma área específica. Como instrumento de coleta de dados, foi utilizada uma entrevista semi-estruturada, que permitiu a esses profissionais expressarem suas percepções em relação ao objetivo que se quis alcançar. Através da análise dos dados obtidos foi possível verificar se as aulas de Educação Socioemocional propiciaram a melhoria dos comportamentos dos alunos diagnosticados com TDAH. A partir dessas informações, foi sugerido adequações necessárias às aulas, visando promover o desenvolvimento das competências socioemocionais desses alunos.
Although there is extensive literature on the social skills of children with ADHD and a growing interest in socio-emotional competencies in the field of education, little is known about the development of these competencies in children with attention deficit hyperactivity disorder in socio-emotional education classes. Therefore, the present study aimed to understand the perception of socio-emotional education teachers and regular education teachers regarding behavioral changes in students diagnosed with ADHD who attend socio-emotional education classes, considering the socio-emotional competencies proposed by the BNCC. The methodology adopted for this research had a descriptive and qualitative approach, seeking an in-depth understanding of the participants' experiences related to the studied phenomenon. Eight (8) teachers were interviewed, three (3) socio-emotional education teachers and five (5) regular education teachers who teach subjects such as Portuguese Language, Mathematics, History, Science, Geography, Music, Physical Education, Religious Education, Art, Informatics, and English, and who have one or more students with ADHD in their classrooms. All teachers work in the first segment of Elementary School (Fundamental I – 1st to 5th grade) and are part of a private school located in the municipality of Rio de Janeiro. In this study, the participants were of the same gender and various age groups. Participants with a background in teaching, pedagogy, or a specific subject area were selected for this investigation. A semi-structured interview was used as a data collection instrument, allowing these professionals to express their perceptions regarding the study's objective. Through the analysis of the data obtained, it was possible to verify whether socio-emotional education classes improved the behaviors of students diagnosed with ADHD. Based on this information, necessary adjustments to the classes were suggested to promote the development of these students' socio-emotional competencies.
Although there is extensive literature on the social skills of children with ADHD and a growing interest in socio-emotional competencies in the field of education, little is known about the development of these competencies in children with attention deficit hyperactivity disorder in socio-emotional education classes. Therefore, the present study aimed to understand the perception of socio-emotional education teachers and regular education teachers regarding behavioral changes in students diagnosed with ADHD who attend socio-emotional education classes, considering the socio-emotional competencies proposed by the BNCC. The methodology adopted for this research had a descriptive and qualitative approach, seeking an in-depth understanding of the participants' experiences related to the studied phenomenon. Eight (8) teachers were interviewed, three (3) socio-emotional education teachers and five (5) regular education teachers who teach subjects such as Portuguese Language, Mathematics, History, Science, Geography, Music, Physical Education, Religious Education, Art, Informatics, and English, and who have one or more students with ADHD in their classrooms. All teachers work in the first segment of Elementary School (Fundamental I – 1st to 5th grade) and are part of a private school located in the municipality of Rio de Janeiro. In this study, the participants were of the same gender and various age groups. Participants with a background in teaching, pedagogy, or a specific subject area were selected for this investigation. A semi-structured interview was used as a data collection instrument, allowing these professionals to express their perceptions regarding the study's objective. Through the analysis of the data obtained, it was possible to verify whether socio-emotional education classes improved the behaviors of students diagnosed with ADHD. Based on this information, necessary adjustments to the classes were suggested to promote the development of these students' socio-emotional competencies.
Description
Keywords
Educação socioemocional Habilidades sociais Competências socioemocionais TDAH Socio-emotional education Social skills Socio-emotional competencies ADHD