Percepção de competência, desempenho escolar e performance motora de estudantes do ensino fundamental em situação de vulnerabilidade social
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Data
2020-01-30
Autores
Santos, Camila Boarini dos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A vulnerabilidade social é considerada como uma condição desvantajosa para o desenvolvimento de competências. Crianças e adolescentes em situação de vulnerabilidade social podem vivenciar situações que influenciam para que ocorra seu fracasso escolar, dificuldade de acesso e participações sociais. Esta pesquisa teve como objetivo identificar como estudantes de Ensino Fundamental em situação de vulnerabilidade social percebem sua competência e como esta se relaciona com o seu desempenho escolar e desenvolvimento motor. A pesquisa foi realizada em uma instituição de uma cidade do interior do estado de São Paulo que atende crianças e adolescentes em vulnerabilidade social e socioeconomicamente carentes, e que necessitam de cuidados no período contraturno escolar, sendo a matrícula escolar uma condição necessária para o seu ingresso. Foram incluídos neste estudo 77 crianças e adolescentes que fizessem parte desta instituição e que tivessem de 6 a 13 anos de idade. A coleta de dados ocorreu entre os meses de outubro de 2018 a janeiro de 2019. Os instrumentos utilizados foram: Perceived Efficacy and Goal Setting System (PEGS), Escala de Desenvolvimento Motor (EDM) e Teste de Desempenho Escolar (TDE). Os dados foram analisados com o uso de procedimentos estatísticos e análise descritiva. Para a análise descritiva das porcentagens das variáveis percepção de competência, desempenho motor e desempenho escolar, foram utilizados os valores da mediana e o intervalo interquartil (IIQ). Devido à ausência de normalidade dos dados, verificado pelo teste de Shapiro-wilk (p>0,05). As variáveis mensuradas neste estudo foram avaliadas por meio do teste não paramétrico de Kruskal-Wallis. As análises foram realizadas por meio do Software R, sendo adotadas significativas relações com p<0,05. Os resultados demonstraram que não houve diferença significativa no PEGS entre os anos e idades avaliadas, entretanto, houve diferença significativa na distribuição dos anos escolares no teste da EDM, constatando que o segundo ano escolar foi diferente do quarto ano escolar, do quinto ano escolar, do sexto e sétimo ano escolar, além de diferença entre o terceiro e quinto ano escolar, o mesmo aconteceu em relação à análise do TDE, que identificou que há uma diferença nas distribuições dos anos escolares, constatando que o segundo ano escolar foi diferente do quinto ano escolar. Em relação às correlações dos instrumentos, identificou-se que a correlação de EDM e PEGS, TDE e PEGS não foram significativas, porém, a correlação entre TDE e EDM demonstrou-se significativa. Conclui-se que na amostra estudada, não houve diferença na distribuição da percepção de competência e sugerem que essas diferenças são individuais, independente dos estudantes estarem em situação de vulnerabilidade social. Não foi possível confirmar se o desempenho escolar e o desenvolvimento motor influem sobre a percepção de competência, entretanto, o desenvolvimento motor e o desempenho escolar, influenciam um ao outro, ressaltando a importância para a intervenção precoce tanto no desempenho escolar, quanto no desenvolvimento motor.
Social vulnerability is a disadvantageous condition for the development of skills. Children and adolescents in a situation of social vulnerability can experience situations that influence their school failure, difficulty in access and social participation. This research aimed to identify how elementary school students in situations of social vulnerability perceive their competence and how it relates to their school performance and motor development. The research was carried out in an institution in a city in the interior of the state of São Paulo that assists children and adolescents in socially and socioeconomically vulnerable situations, who need care during school hours, with school enrollment being a necessary condition for their admission. . This study included 77 children and adolescents who were part of this institution and who were 6 to 13 years old. Data collection took place between October 2018 and January 2019. The instruments used were: Perceived Efficacy and Goal Setting System (PEGS), Motor Development Scale (EDM) and School Performance Test (TDE). The data were analyzed using statistical procedures and descriptive analysis. For the descriptive analysis of the percentages of the variables perception of competence, motor performance and school performance, the median values and the interquartile interval (IIQ) were used. Due to the lack of normality of the data, verified by the Shapiro-wilk test (p> 0.05). The variables measured in this study were assessed using the Kruskal-Wallis non-parametric test. The analyzes were performed using Software R, and significant relationships were adopted with p <0.05. The results showed that there was no significant difference in PEGS between the years and ages evaluated, however, there was a significant difference in the distribution of school years in the EDM test, noting that the second school year was different from the fourth school year, from the fifth school year, the sixth and seventh school year, in addition to the difference between the third and fifth school years, the same happened in relation to the TDE analysis, which identified that there is a difference in the distributions of the school years, noting that the second school year was different from the fifth school year. Regarding the correlations of the instruments, it was found that the correlation between EDM and PEGS, TDE and PEGS were not significant, however, the correlation between TDE and EDM proved to be significant. It is concluded that in the studied sample, there was no difference in the distribution of the perception of competence and suggest that these differences are individual, regardless of the students being in a situation of social vulnerability. It was not possible to confirm whether school performance and motor development influence the perception of competence, however, motor development and school performance, influence each other, emphasizing the importance for early intervention in both school performance and motor development.
Social vulnerability is a disadvantageous condition for the development of skills. Children and adolescents in a situation of social vulnerability can experience situations that influence their school failure, difficulty in access and social participation. This research aimed to identify how elementary school students in situations of social vulnerability perceive their competence and how it relates to their school performance and motor development. The research was carried out in an institution in a city in the interior of the state of São Paulo that assists children and adolescents in socially and socioeconomically vulnerable situations, who need care during school hours, with school enrollment being a necessary condition for their admission. . This study included 77 children and adolescents who were part of this institution and who were 6 to 13 years old. Data collection took place between October 2018 and January 2019. The instruments used were: Perceived Efficacy and Goal Setting System (PEGS), Motor Development Scale (EDM) and School Performance Test (TDE). The data were analyzed using statistical procedures and descriptive analysis. For the descriptive analysis of the percentages of the variables perception of competence, motor performance and school performance, the median values and the interquartile interval (IIQ) were used. Due to the lack of normality of the data, verified by the Shapiro-wilk test (p> 0.05). The variables measured in this study were assessed using the Kruskal-Wallis non-parametric test. The analyzes were performed using Software R, and significant relationships were adopted with p <0.05. The results showed that there was no significant difference in PEGS between the years and ages evaluated, however, there was a significant difference in the distribution of school years in the EDM test, noting that the second school year was different from the fourth school year, from the fifth school year, the sixth and seventh school year, in addition to the difference between the third and fifth school years, the same happened in relation to the TDE analysis, which identified that there is a difference in the distributions of the school years, noting that the second school year was different from the fifth school year. Regarding the correlations of the instruments, it was found that the correlation between EDM and PEGS, TDE and PEGS were not significant, however, the correlation between TDE and EDM proved to be significant. It is concluded that in the studied sample, there was no difference in the distribution of the perception of competence and suggest that these differences are individual, regardless of the students being in a situation of social vulnerability. It was not possible to confirm whether school performance and motor development influence the perception of competence, however, motor development and school performance, influence each other, emphasizing the importance for early intervention in both school performance and motor development.
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Palavras-chave
Educação inclusiva, Estudantes, Vulnerabilidade social, Inclusive education, Students., Social vulnerability