O ensino das competências socioemocionais com o uso do pixton para criação de histórias em quadrinhos pelos estudantes do ensino fundamental anos finais no colégio militar Tiradentes I

• Ano de defesa: 2023
• Autor(a) principal: MALTA, Yêda Sá
• Orientador(a): TEIXEIRA, Cenidalva Miranda de Sousa
• Banca de defesa: TEIXEIRA, Cenidalva Miranda de Sousa , BOTTENTUIT JUNIOR, João Batista , CORDEIRO, Cássia Furtado , ROSA, Kaciana Nascimento da Silveira , SILVA, Roosewelt Lins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: competências socioemocionais; Educação; ensino fundamental; história em quadrinho; Pixton;
• Palavras-chave em Inglês: socio-emotional skills; Education; elementary school; story in comic; Pixton.
• Área do conhecimento CNPq: Educação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5171

The research deals with teaching socio-emotional skills using Pixton as a teaching resource for creating comic books (comics). This research is governed by the central question: How to develop socio-emotional skills through comic books using the Pixton application in the final years of Elementary School at Colégio Militar Tiradentes I? Its general objective is to investigate the applicability of comic books, created using the Pixton application, as a teaching resource for teaching socio-emotional skills by teachers in the final years of Elementary School at Colégio Militar Tiradentes I (CMT I). The methodology used was applied action research with a predominantly qualitative, exploratory and descriptive approach, with technical procedures based on bibliographical research for theoretical foundations on socio-emotional skills, the Pixton application for creating digital comics. The subjects of this research were teachers and students in the 9th year of Elementary School in their final years. The data collection instruments were, initially, online questionnaires carried out via Google Forms, open and closed questions applied to eighty-five percent of teachers from the 6th to the 9th of Elementary School to verify the knowledge of these professionals regarding the topic covered. in this research. Subsequently, a face-to-face interview was carried out with two 9th year Portuguese language teachers who applied the final product of this research in their classrooms, aiming to receive information related to this phase of the research and, subsequently, through a questionnaire, the impressions of one hundred and sixty 9th year students who experienced the application of the educational product and, in the end, built the comics in Portuguese language classes were received voluntarily. It should be noted that the analysis and interpretation of the data was structured with a qualitative focus, through graphs, figures and tables, which were used to systematize the information collected via questionnaires and interviews, adapting the record format according to the question format, for quantitative questions (graphs) and qualitative questions (tables). A pedagogical manual was organized in digital format as an educational product that was applied for three months in 9th year classes, in Portuguese language classes, aiming to generate adjustments and validate its content. Before applying the product, a training workshop called “The Pixton application as a didactic resource for teaching socio-emotional skills” was given in person, to the two teachers in this phase of the research, with theoretical and practical explanations about the contents of this manual. The results of this research allow us to conclude that there is relevance in approaching socio-emotional skills in elementary school using the Pixton digital resource to create comic books, because this pedagogical action stimulates creativity, team collaboration and active reflection in students, consequently, generates significant learning permeated by the exercise of socio-emotional skills and student protagonism when producing their authorial and digital narrative. Furthermore, it also showed that the use of the Pixton application in the final years of Elementary School, carried out with planning appropriate to the rights and learning objectives, helps in the construction of knowledge and can be used by teachers of any curricular component.