Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Cunha, Eliane Queiroz |
| Orientador(a): |
Tardeli, Denise D’Auria |
| Banca de defesa: |
Coelho, Patrícia Margarida Farias,
Dellazzana-Zanon, Letícia |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2177
|
Resumo: |
According to National Common Curriculum Base a government document approved on December 22, 2017, the CNE presents the Resolution CNE/CP no. 2, of December 22, 2017, which institutes and guides the implementation of the Common National Curriculum Base, and highlights the affectivity in relationships and coexistence as an important part of learning. In this research, we will analyze the importance of socio-affective competences even in the initial training period, having as object of study a pedagogy course pole of a university center, located in the eastern region of the city of São Paulo, with the purpose of answering the following question: Can students still in their training period perceive the relevance of studies on socio-affective skills to the point of identifying them in teaching practices? In this research, we will present the hypothesis that the socio-affective competences worked during the training period may be recognized by the students, favoring an identification of its absence or presence, facilitating its future practice in the exercise of the teaching function. In this study we will present three objectives: (i) to investigate through bibliographic document bases the information that guide the socio-affective competences, in order to direct the work more consistently; (ii) to identify the relevance for learning in documents from the referred institution, through competences socio-affective between students and teachers in their training period; and (iii) to analyze data investigated from the perspective of the student, noting whether he understands the degree of importance in working these skills for the development of their future practices. The corpus of our work will be the Common National Curriculum Base in the scope of socio-emotional skills. What justifies our research are the data presented by Pisa 2018, with the report that an unreceptive environment considerably affects the cognitive performance of students. Our theoretical framework brings authors who problematize issues related to training, such as Nóvoa (1992), Pimenta (2002), and authors who think about affective issues within the learning process, such as Moreno and Sastre (2003), and Goleman (1995). The method is the hypothetical deductive, explanatory and experimental. The results achieved confirmed our hypothesis and, based on it, evidenced that the use of socio-affective competence with students who participated in the research: (i) identified the absence of some competences and presence of others (ii) throughout the course, there was a stimulus promoted by the institution requested in the PPC; and (iii) there was the development of such skills that did not exist during the process. In this way, we show that socio-affective skills are a very important tool in the training period of students for the exercise of teaching in its entirety(AU) |
