Efeitos do Promove-Professores sobre as práticas educativas, comportamentos infantis e saúde do professor
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2021-07-06
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Universidade Estadual Paulista (Unesp)
Resumo
A análise das finalidades atribuídas à Educação, propostas pela Lei de Diretrizes e Bases da Educação Nacional – LDBEN – conduz à compreensão de que, além das instituições educacionais atuarem enquanto transmissoras de conhecimentos, devem, com igual importância, vincular sua formação à prática social. Neste contexto, a figura do professor aparece como relevante para as discussões sobre as transformações no cenário educacional. Sabe-se que fatores como as práticas educativas utilizadas pelo profissional podem favorecer ou prejudicar a viabilidade dos objetivos propostos pela Lei, impactando as interações estabelecidas entre professores e alunos e, consequentemente, na aprendizagem social e acadêmica das crianças. Estudos têm avaliado os efeitos de programas em habilidades sociais educativas (HSE) nas práticas docentes e na relação estabelecida com os alunos; todavia, algumas lacunas como a ausência de instrumentos padronizados de medidas e o delineamento não experimental foram destacas nas pesquisas. Diante desse cenário, objetivou-se descrever os efeitos do Promove-Professores com oito docentes da rede municipal de ensino de uma cidade no norte do interior paulista, atuantes no Ensino Fundamental I, quanto aos efeitos para as práticas educativas; generalização para os comportamentos infantis (promoção de habilidades sociais infantis e redução de problemas de comportamento na perspectiva de professores e pais e/ou responsáveis legais), além dos aspectos relacionados a saúde mental dos profissionais, como síndrome de burnout, ansiedade e depressão. Também participaram da amostra 13 pais e/ou responsáveis legais pelas crianças indicadas pelos professores, para avaliação quanto aos problemas de comportamento internalizantes e/ou externalizantes e total. Foi utilizado o procedimento de intervenção Promove-Professores, elaborado a partir de um estudo piloto e readaptado para as necessidades da pesquisa. O delineamento foi experimental, tendo o Grupo Experimental (GE) e Grupo Controle (GC), aleatoriamente distribuídos, com três fases de avaliação para GE (pré-teste, pós-teste e seguimento) e duas fases para GC (avaliação 1 e avaliação 2). Os instrumentos utilizados foram: com professores: Checklist-Pr (avaliação de habilidades sociais dos professores), TRF-Pr, SDQ-Pr e QRSH-Pr (avaliação dos problemas de comportamento e habilidades sociais infantis, respectivamente) e ISB, BDI e BAI (saúde mental), além das filmagens das sessões de intervenção; com os pais: QRSH-Pais (avaliação de habilidades sociais infantis) e Checklist-Pais (avaliação de habilidades sociais parentais). Com relação aos professores, a análise dos resultados indicou aumento no repertório de habilidades sociais educativas e diminuição nas práticas negativas; não foram observadas mudanças significativas quanto aos aspectos referentes a saúde mental. Além dos efeitos para as práticas, observou-se redução nos problemas de comportamento infantil nas crianças indicadas pelo GE, na perspectiva de professores e pais. Tais achados sinalizaram os resultados positivos do Promove-Professores na díade professor-aluno, além da relevância do contexto escolar para intervenções em HSE.
The analysis of the purposes attributed to Education, proposed by the Law of Guidelines and Bases of National Education – LDBEN – leads to the understanding that, in addition to educational institutions acting as transmitters of knowledge, they must, with equal importance, link their training to social practice. In this context, the teacher figure appears as relevant to discussions about changes in the educational scenario. As known, the factors such as the educational practices used by professionals can favor or hinder the feasibility of the objectives proposed by the Law, impacting the interactions established between teachers and students and, consequently, in the social and academic learning of children. Studies have evaluated the effects of programs on socio-educational skills (HSE) on teaching practices and on the relationship established with students; however, some gaps, such as the absence of standardized measurement instruments and the non-experimental design, were highlighted in the research. In this scenario, the objective was to describe the Promove-Professores effects with eight teachers from the municipal education network of a city in the north of São Paulo working in Elementary School I, regarding the effects on educational practices; generalization to children's behaviors (promoting children's social skills and reducing behavior problems from the perspective of teachers and parents and/or legal guardians), in addition to aspects related to the mental health of professionals, such as burnout syndrome, anxiety, and depression. Also participated 13 parents and/or legal guardians of teachers children indicated for internalizing assessment and/or externalizing and total behavior problems. The Promove-Professores intervention procedure was used, elaborated from a pilot study and readapted to the research needs. The design was experimental, with the Experimental Group (EG) and Control Group (CG), randomly distributed, with three phases of evaluation for EG (pre-test, post-test, and follow-up) and two steps for CG (evaluation one and evaluation two). The instruments used were: with teachers: Checklist-Pr (evaluation of social skills of teachers), TRF-Pr, SDQ-Pr, and QRSH-Pr (evaluation of children's behavior problems and social skills, respectively) and ISB, BDI, and BAI (mental health), in addition to filming the intervention sessions; with parents: QRSH-Parents (assessment of child social skills) and Checklist-Parents (assessment of parental social skills). Regarding the teachers, the analysis of the results indicated an increase in the repertoire of socio-educational skills and a decrease in negative practices; no significant changes were observed regarding aspects related to mental health. In addition to the effects on practices, there was a reduction in child behavior problems in children indicated by the EG, from the perspective of teachers and parents. These findings signaled the positive results of Promove-Professores in the teacher-student dyad. In addition, to the relevance of the school context for interventions in HS
The analysis of the purposes attributed to Education, proposed by the Law of Guidelines and Bases of National Education – LDBEN – leads to the understanding that, in addition to educational institutions acting as transmitters of knowledge, they must, with equal importance, link their training to social practice. In this context, the teacher figure appears as relevant to discussions about changes in the educational scenario. As known, the factors such as the educational practices used by professionals can favor or hinder the feasibility of the objectives proposed by the Law, impacting the interactions established between teachers and students and, consequently, in the social and academic learning of children. Studies have evaluated the effects of programs on socio-educational skills (HSE) on teaching practices and on the relationship established with students; however, some gaps, such as the absence of standardized measurement instruments and the non-experimental design, were highlighted in the research. In this scenario, the objective was to describe the Promove-Professores effects with eight teachers from the municipal education network of a city in the north of São Paulo working in Elementary School I, regarding the effects on educational practices; generalization to children's behaviors (promoting children's social skills and reducing behavior problems from the perspective of teachers and parents and/or legal guardians), in addition to aspects related to the mental health of professionals, such as burnout syndrome, anxiety, and depression. Also participated 13 parents and/or legal guardians of teachers children indicated for internalizing assessment and/or externalizing and total behavior problems. The Promove-Professores intervention procedure was used, elaborated from a pilot study and readapted to the research needs. The design was experimental, with the Experimental Group (EG) and Control Group (CG), randomly distributed, with three phases of evaluation for EG (pre-test, post-test, and follow-up) and two steps for CG (evaluation one and evaluation two). The instruments used were: with teachers: Checklist-Pr (evaluation of social skills of teachers), TRF-Pr, SDQ-Pr, and QRSH-Pr (evaluation of children's behavior problems and social skills, respectively) and ISB, BDI, and BAI (mental health), in addition to filming the intervention sessions; with parents: QRSH-Parents (assessment of child social skills) and Checklist-Parents (assessment of parental social skills). Regarding the teachers, the analysis of the results indicated an increase in the repertoire of socio-educational skills and a decrease in negative practices; no significant changes were observed regarding aspects related to mental health. In addition to the effects on practices, there was a reduction in child behavior problems in children indicated by the EG, from the perspective of teachers and parents. These findings signaled the positive results of Promove-Professores in the teacher-student dyad. In addition, to the relevance of the school context for interventions in HS
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Habilidades sociais, Práticas educativas, Problemas de comportamento infantil, Saúde do professor, Intervenção em grupo, Ensino público, Social skills, Educational practices, Child behavior problems, Teacher's health, Group intervention, Public education