“Professora, por que os animais se respeitam e os humanos não?” A convivência ética pede passagem: educação em valores em terceiros anos do período integral de uma escola pública
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Data
2019-03-30
Autores
Maia, Francisane Nayare de Oliveira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Considerando os diferentes tipos de violência com os quais as escolas se deparam e as diversas formas de prevenção e tratamento que se deve dar aos mesmos, este projeto teve como objetivos o desenvolvimento de um programa de Educação em Valores e a averiguação de seu efeito em uma escola pública municipal de Ensino Fundamental do interior do estado de São Paulo. Trata-se de um estudo de caso, com delineamento quase experimental e de abordagem quanti-qualitativa, em que se buscou a verificação do efeito de um fenômeno em um contexto real. Os participantes foram 76 crianças, sendo 28 meninas e 48 meninos, de 08 a 09 anos, de quatro turmas de 3º ano do Ensino Fundamental I. A intervenção teve sua realização em nove encontros durante o ano letivo de 2017. Foi estruturada em torno de atividades para: o favorecimento da tomada de consciência contra a violência e suas formas de manifestação mais frequentes; desenvolvimento de habilidades alternativas à violência, e a identificação com relação aos direitos humanos, estimulando o desenvolvimento da capacidade de coordenar deveres e direitos, colocar-se no lugar do outro e de compreensão das próprias decisões morais. Também foram desenvolvidas estratégias de Aprendizagem Cooperativa. No início do programa as crianças responderam o Questionário Sociométrico para Crianças (Q.S.C.) e o Questionário de Avaliação dos Programas de Educação acerca dos Valores, Adaptação à Diversidade e Melhoria da Convivência na Educação Primária (Ensino Fundamental), sendo possível realizar um diagnóstico inicial sobre as relações entre as crianças na sala de aula e de diferentes aspectos relacionados à convivência nesse ambiente. O segundo instrumento foi aplicado no término do programa, para pré e pós- testagem de seus efeitos. São apresentados os relatos das atividades, com as respectivas análises das nove sessões, os dados do pré e pós-teste, assim como os relatos das bolsistas participantes da pesquisa e as entrevistas realizadas com a professora e a coordenadora que acompanharam o projeto. Os resultados indicam que houve melhoria na qualidade de integração e nas estruturas das relações entre os alunos e entre estes e a professora da turma, na capacidade de cooperação, no desenvolvimento da tolerância e rejeição à violência. Também puderam vivenciar e tratar a convivência como um aspecto essencial; o qual deve ser trabalhado, refletido e discutido na sala de aula e na escola, merecendo de atenção, tempo e espaço para isso.
Considering the different types of violence that schools face and the different forms of prevention and treatment that should be given to them, this project had as objectives the development of a program of Education in Values and the ascertainment of its effect in a municipal public school of Elementary School in the interior of the state of São Paulo. It is a case study, with a almost-experimental design and quantitativequalitative approach, in which sought the verification of the effect of a phenomenon in a real context. The participants were 76 children, 28 girls and 48 boys, from 08 to 09 years old, from four classes of 3rd year of elementary school I. The intervention was carried out in nine meetings during the school year of 2017. It was structured around activities to: the promote to making of awareness against violence and its most frequent forms of manifestation; development of alternative skills to violence, and the identification concerning to human rights, stimulating the development of the capacity to coordinate duties and rights, putting oneself in the place of the other and understanding one's own moral decisions. Cooperative Learning strategies were also developed. At the beginning of the program, the children answered the Sociometric Questionnaire for Children (QSC) and the Evaluation Questionnaire for Education Programs on Values, Adapting to Diversity and Improving the Convivence in Primary Education (Elementary Education), being possible to make an initial diagnosis about the relationships between the children in the classroom and of different aspects related to the convivence in this environment. The second instrument was applied at the end of the program, for pre- and post-testing of its effects. The reports are presented, with the respective analyzes of the nine sessions, the pre and post-test data, as well as the reports of the participants of the research and the interviews with the teacher and the coordinator who accompanied the project. The results indicate that there has been an improvement in the quality of integration and in the structures of relations between the students and between them and the class teacher, in the capacity for cooperation, in the development of tolerance and rejection of violence. They were also able to experience and treat convivence as an essential aspect; which must be worked, reflected and discussed in the classroom and at school, deserving attention, time and space for this.
Considering the different types of violence that schools face and the different forms of prevention and treatment that should be given to them, this project had as objectives the development of a program of Education in Values and the ascertainment of its effect in a municipal public school of Elementary School in the interior of the state of São Paulo. It is a case study, with a almost-experimental design and quantitativequalitative approach, in which sought the verification of the effect of a phenomenon in a real context. The participants were 76 children, 28 girls and 48 boys, from 08 to 09 years old, from four classes of 3rd year of elementary school I. The intervention was carried out in nine meetings during the school year of 2017. It was structured around activities to: the promote to making of awareness against violence and its most frequent forms of manifestation; development of alternative skills to violence, and the identification concerning to human rights, stimulating the development of the capacity to coordinate duties and rights, putting oneself in the place of the other and understanding one's own moral decisions. Cooperative Learning strategies were also developed. At the beginning of the program, the children answered the Sociometric Questionnaire for Children (QSC) and the Evaluation Questionnaire for Education Programs on Values, Adapting to Diversity and Improving the Convivence in Primary Education (Elementary Education), being possible to make an initial diagnosis about the relationships between the children in the classroom and of different aspects related to the convivence in this environment. The second instrument was applied at the end of the program, for pre- and post-testing of its effects. The reports are presented, with the respective analyzes of the nine sessions, the pre and post-test data, as well as the reports of the participants of the research and the interviews with the teacher and the coordinator who accompanied the project. The results indicate that there has been an improvement in the quality of integration and in the structures of relations between the students and between them and the class teacher, in the capacity for cooperation, in the development of tolerance and rejection of violence. They were also able to experience and treat convivence as an essential aspect; which must be worked, reflected and discussed in the classroom and at school, deserving attention, time and space for this.
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Palavras-chave
Ensino fundamental, Convivência na escola, Educação integral, Educação em valores, Aprendizagem cooperativa, Elementary school, Coexistence in school, Integral education, Education in values, Cooperative learning