Avaliação dos impactos de ação formativa promovida pela universidade sobre as habilidades sociais de adolescentes do ensino médio
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Data
2020-04-28
Autores
Nascimento, Anderson de Oliveira
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Universidade Estadual Paulista (Unesp)
Resumo
A exacerbação de problemas que atingem os jovens atualmente, comprometendo um desempenho socialmente competente, e a crescente valorização das competências sociais para as relações interpessoais incentivaram a realização deste estudo. Considerando que a universidade é um ambiente de formação e desenvolvimento e que uma das metas descritas no Plano Nacional de Pós-graduação (PNPG) é a integração entre diversos níveis de ensino. Foi proposto um programa de intervenção, por meio do Curso “Imersão na universidade: você protagonista do seu futuro”, visando o desenvolvimento de habilidades sociais em estudantes do ensino médio. Assim, o objetivo deste estudo foi realizar um diagnóstico prévio das habilidades sociais desses adolescentes, fazer uma avaliação dessa intervenção, bem como promover uma interação entre estudantes dos diferentes níveis de ensino. Para tanto, foi aplicado o inventário de habilidades sociais em adolescentes (IHSA-Del-Prette), em 27 estudantes de ensino médio, selecionados de 8 escolas públicas, no momento inicial e três meses após conclusão do curso, permitindo a descrição de sete categorias de frequência e dificuldade nos índices de Empatia, Autocontrole, Civilidade, Assertividade, Abordagem Afetiva e Desenvoltura Social, e Escore Total. A interação entre pós-graduandos, graduandos e alunos do ensino médio foi analisada qualitativamente, por meio do Atlas-ti, após preenchimento de um formulário digital considerando suas percepções sobre as experiências vivenciadas durante o Curso. Participaram 19 alunos de pós-graduação, graduação e do curso pré-vestibular do ICT-Unesp, além de 6 professores e 1 psicóloga. Os dados coletados com o inventário, considerando a média dos escores totais para a frequência, indicaram diferença estatisticamente significante (teste Kruskal-Wallis) entre os escores pré e pós intervenção (p=0,0145), evidenciando que o curso contribuiu para o aumento da frequência de habilidades sociais. No entanto, considerando individualmente as habilidades, houve diferença estatística apenas em Autocontrole (p=0,0195) e Abordagem Afetiva (p=0,0173). Para a dificuldade não foi observada diferença estatisticamente significante, embora tenha sido observada uma diminuição de 13,45% após a intervenção. A análise qualitativa das respostas dos pós-graduandos e graduandos evidenciou uma percepção bastante positiva da intervenção. Conclui-se, diante dos resultados, que o curso foi eficaz para o desenvolvimento das habilidades sociais dos adolescentes e proveitoso para os universitários.
The exacerbation of problems that affect young people today, compromising a socially competent performance, and the increasing appreciation of social skills for interpersonal relationships encouraged the realization of this study. Considering that the university is a training and development environment and that one of the goals described in the National Postgraduate Plan (PNPG) is the integration between different levels of education. An intervention program was proposed, through the course “Immersion in the university: you are the protagonist of your future”, aiming at the development of social skills in high school students. Thus, the objective of this study was to make a prior diagnosis of the social skills of these adolescents, to make an assessment of this intervention, as well as to promote an interaction between students of different levels of education. To this end, the inventory of social skills in adolescents (IHSA-Del-Prette) was applied to 27 high school students, selected from 8 public schools, at the beginning and three months after completion of the course, allowing the description of seven categories of frequency and difficulty in the Empathy, Self-Control, Civility, Assertiveness, Affective Approach and Social Development indexes, and Total Score. The interaction between graduate students, undergraduate students and high school students was analyzed qualitatively, through Atlas-ti, after filling out a digital form considering their perceptions about the experiences lived during the Course. Nineteen graduate, undergraduate and pre-university students from ICT-Unesp participated, in addition to 6 professors and 1 psychologist. The data collected with the inventory, considering the average of the total scores for the frequency, indicated a statistically significant difference (Kruskal-Wallis test) between the pre and post intervention scores (p = 0.0145), showing that the course contributed to the increase frequency of social skills. However, considering the skills individually, there was a statistical difference only in Self-control (p = 0.0195) and Affective Approach (p = 0.0173). For the difficulty, no statistically significant difference was observed, although a decrease of 13.45% was observed after the intervention. The qualitative analysis of the responses of graduate students and undergraduate students showed a very positive perception of the intervention. It’s concluded, in view of the results, that the course was effective for the development of social skills of adolescents and beneficial for university students.
The exacerbation of problems that affect young people today, compromising a socially competent performance, and the increasing appreciation of social skills for interpersonal relationships encouraged the realization of this study. Considering that the university is a training and development environment and that one of the goals described in the National Postgraduate Plan (PNPG) is the integration between different levels of education. An intervention program was proposed, through the course “Immersion in the university: you are the protagonist of your future”, aiming at the development of social skills in high school students. Thus, the objective of this study was to make a prior diagnosis of the social skills of these adolescents, to make an assessment of this intervention, as well as to promote an interaction between students of different levels of education. To this end, the inventory of social skills in adolescents (IHSA-Del-Prette) was applied to 27 high school students, selected from 8 public schools, at the beginning and three months after completion of the course, allowing the description of seven categories of frequency and difficulty in the Empathy, Self-Control, Civility, Assertiveness, Affective Approach and Social Development indexes, and Total Score. The interaction between graduate students, undergraduate students and high school students was analyzed qualitatively, through Atlas-ti, after filling out a digital form considering their perceptions about the experiences lived during the Course. Nineteen graduate, undergraduate and pre-university students from ICT-Unesp participated, in addition to 6 professors and 1 psychologist. The data collected with the inventory, considering the average of the total scores for the frequency, indicated a statistically significant difference (Kruskal-Wallis test) between the pre and post intervention scores (p = 0.0145), showing that the course contributed to the increase frequency of social skills. However, considering the skills individually, there was a statistical difference only in Self-control (p = 0.0195) and Affective Approach (p = 0.0173). For the difficulty, no statistically significant difference was observed, although a decrease of 13.45% was observed after the intervention. The qualitative analysis of the responses of graduate students and undergraduate students showed a very positive perception of the intervention. It’s concluded, in view of the results, that the course was effective for the development of social skills of adolescents and beneficial for university students.
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Palavras-chave
Adolescente, Habilidades Sociais, Relações interpessoais, Cursos, Universidade, Adolescent, Interpersonal relations, Social indicators, Social skills, Courses