Uma proposta de intervenção com professores e os efeitos no repertório comportamental e desempenho acadêmico de seus alunos
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Data
2009-03-13
Autores
Correia, Marta Regina Gonçalves [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A escola desempenha importante papel na socialização da criança, proporcionando diversas experiências, com repercussões diferentes na vida do indivíduo que por ela passa, sendo que o período escolar pode interferir diretamente sobre os comportamentos futuros do indivíduo e acometendo outras instâncias como relacionamento com colegas e com a família. A literatura aponta para correlações entre o baixo rendimento acadêmico e a emissão de problemas de comportamento, mas também traz como uma variável importante as relações estabelecidas entre professores e alunos. O objetivo deste trabalho foi verificar os efeitos de uma intervenção com professores sobre os repertórios comportamental e acadêmico de alunos. Participaram deste estudo quatro professores do Ciclo I do Ensino Fundamental, de uma escola estadual de um município do interior do estado de São Paulo. Essas professoras foram solicitadas a indicar cinco alunos de sua sala com problemas de comportamento (GI) e tiveram outros cinco sorteados (GS) cada uma, totalizando 40 alunos. O instrumento utilizado para obter o rendimento acadêmico foi o Teste de Desempenho Escolar (TDE) e para verificar o repertório acadêmico as professoras responderam ao Questionário de Comportamentos Socialmente Adequados para professores (QCSA-PR) e a Escala de Comportamentos Infantis (ECI). O procedimento constou de cinco etapas: Etapa Preliminar - procedimentos éticos e caracterização dos participantes; Etapa I - avaliação do rendimento acadêmico e comportamental dos alunos: Etapa II - Intervenção através do curso O Manejo Comportamental do Professor em Sala de Aula; Etapa III - Reavaliação do rendimento acadêmico e comportamental dos alunos e Etapa IV - Devolutiva e avaliação do processo. Como principais resultados temos que a maioria dos alunos de GI e de GS, tanto na Etapa I quanto na Etapa III tiveram desempenhos...
The school has a major role on the child's socialization, providing various experiences, with different repercussions on the individual's life, whereas the school period can have a direct impact on the individual's future behavior and relating to other areas such as the relationship with colleagues and family. The literature points out to correlations between low academic development and the emission on behavior problems, but also brings an important variable on the relations established between teachers and students. The objective of this work was to verify the effects of an intervention with teacher, about the repertoire of behavioral and academic students. For this reason, four teachers of the first cycle of Basic Schooling have participated, from a small city state school in São Paulo. These teachers were asked to indicate five students from their classroom, with behavior problems (GIC), and other five students randomly selected, each one, with the total of 40 students. The instrument used to obtain academic output was the School Output Test (TDE), and to verify academic repertory, the teachers answered to a Questionnaire of Socially Adequate Behavior for teachers (QSCA-PR), and the Scale of Infantile Behavior (ECI). The procedure was composed of five stages: Preliminary Stage-ethical procedures and characterization of participants; Stage I- Evaluation of Academic Output and Behavior: Stage II- Intervention through the course the Conduct Manage of the Teacher in the Classroom: ; Stage III - Reevaluation of Academic Output and Behavior of students and Stage IV - Delivery and process evaluation. The main results show that most of the GI and GS students, both in the Stage I and Stage III had academic output considered inferior to the their expected average level. But GS had superior academic output compared to GI, as well as being better evaluated on the QSCA-PR and ECI... (Complete abstract click electronic access below)
The school has a major role on the child's socialization, providing various experiences, with different repercussions on the individual's life, whereas the school period can have a direct impact on the individual's future behavior and relating to other areas such as the relationship with colleagues and family. The literature points out to correlations between low academic development and the emission on behavior problems, but also brings an important variable on the relations established between teachers and students. The objective of this work was to verify the effects of an intervention with teacher, about the repertoire of behavioral and academic students. For this reason, four teachers of the first cycle of Basic Schooling have participated, from a small city state school in São Paulo. These teachers were asked to indicate five students from their classroom, with behavior problems (GIC), and other five students randomly selected, each one, with the total of 40 students. The instrument used to obtain academic output was the School Output Test (TDE), and to verify academic repertory, the teachers answered to a Questionnaire of Socially Adequate Behavior for teachers (QSCA-PR), and the Scale of Infantile Behavior (ECI). The procedure was composed of five stages: Preliminary Stage-ethical procedures and characterization of participants; Stage I- Evaluation of Academic Output and Behavior: Stage II- Intervention through the course the Conduct Manage of the Teacher in the Classroom: ; Stage III - Reevaluation of Academic Output and Behavior of students and Stage IV - Delivery and process evaluation. The main results show that most of the GI and GS students, both in the Stage I and Stage III had academic output considered inferior to the their expected average level. But GS had superior academic output compared to GI, as well as being better evaluated on the QSCA-PR and ECI... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Comportamento - Avaliação, Professores - Formação, Repertório comportamental, Desempenho acadêmico, Formação de professores, Conduct analisys, Conduct repertoire, Academic development, Teachers formation, Teacher-student interaction
Como citar
CORREIA, Marta Regina Gonçalves. Uma proposta de intervenção com professores e os efeitos no repertório comportamental e desempenho acadêmico de seus alunos. 2009. 130 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências de Bauru, 2009.