Aprendizagem socioemocional e a construção de valores morais nas aulas de arte do ensino fundamental II em escolas públicas

• Ano de defesa: 2022
• Autor(a) principal: BRUZATTI, Fernando
• Orientador(a): Dias, Carmen Lúcia
• Banca de defesa: Francisco, Marcos Vinicius , Lepre, Rita Melissa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: aprendizagem socioemocional; valores sociomorais; professores de arte; Base Nacional Comum Curricular; ensino fundamental II
• Palavras-chave em Inglês: socio-emotional learning; sociomoral values; art teachers; Common National Curriculum Base; elementary school II
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1440

This dissertation was developed together with the Graduate Program of Universidade do Oeste Paulista, in the line of research Training and action of the teaching professional and educational practices. With the implementation of the National Curricular Common Base, we observed the defense of the integral formation of the students through the General Competences of Basic Education. With this implementation, according to the governmental discourse, the possibilities for art teachers are open to develop strategies in which students are builders of their identity as art producers, inserted in their social contexts and engaged in the struggle for a fairer and democratic society. Thus, the objectives of this research were to analyze and understand the teaching conception about the development of Socioemotional Competencies (CSEs) for the construction of intellectual and moral autonomy of elementary school II students in public schools. We used semi-structured interviews with art teachers and the art PCNP; for the interpretation of the data, we resorted to the Discursive Textual Analysis based on authors of the psychology of morality. The results indicate that the participants encounter difficult to carry out their continuing education and deepen their studies on the development of CSEs, moral values and intellectual and moral autonomy, presenting common sense knowledge on these subjects. Regarding students' intellectual and moral autonomy, all participants reported their concern in developing learning situations that involve cognitive and emotional content, however, they often end up passing on to students the concept of right and wrong. We highlight the concern that teachers have in providing an ethical and respectful environment in their art classes and that, whenever necessary, they turn to CSEs to resolve conflicts between students and to prepare them for life in society. We hope, with this study, to provide subsidies for the discussion and expansion of knowledge about the importance of CSEs and the construction of socio-moral values in art classes aimed at training autonomous students who are able to face the challenges of everyday life and capable of use art to express themselves and be agents of transformation of the society in which they are inserted.