Banca de DEFESA: RENATA NISHIMURA GUERRA CAVALCANTI
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.STUDENT : RENATA NISHIMURA GUERRA CAVALCANTI
DATE: 28/05/2020
TIME: 14:30
LOCAL: Videoconferência
TITLE:
PHYSICAL EDUCATION AND SOCIOEMOTIONAL SKILLS: TEACHING-PEDAGOGICAL EXPERIMENTS FOR AN ASSERTIVE CONFLICT RESOLUTION
KEY WORDS:
School Physical Education. Interpersonal conflicts. Socioemotional Skills.
PAGES: 153
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:
Conflicts are usual in all kind of relationships. In school relationships, it’s presence is remarkable. These events have affected the school routine, to the extent that many times, the methods used to resolve the act can be considered aggressive, causing discomfort or even suffering for those involved. Socio-emotional skills have recently been included in curricula due to the tendency to provide comprehensive training, which meets the demands of the labor market and allow the development of the student in all spheres: cognitive, motor, social and emotional. Thus, this research aims to analyze a work proposal carried out in school physical education classes that, based on socioemotional skills, has the theme of conflicts as the focus of debate in final grades of elementary school. The research is characterized as descriptive with a qualitative approach of the participant type, and it was developed in a elementary 8th grade class from a public school in the city of Natal/RN. Sixteen students joined in the study, 10 being female and 6 being male, with an average age of 14 years old. A didactic intervention was carried out with 10 meetings of 50 minutes each, which aimed to develop students' socio-emotional skills in physical education classes. Before and after the intervention, the teenagers answered questions of the Children’s Action Tendency Scale (CATS), aiming to identify the most used conflict resolution styles (assertive, aggressive, submissive or mixed) and a possible change after the intervention. Before the intervention, the results found were the assertive tendency in the first place, followed by submissive and aggressive. After the intervention, the submissive tendency came first, followed by assertive and aggressive. We consider important to carry out educational programs that work on cognition and emotions for a more assertive conflict resolution and we suggest new studies and reports of pedagogical experiences so that they can serve as a reference for other teachers.
BANKING MEMBERS:
Presidente - 1645961 - ALLYSON CARVALHO DE ARAUJO
Interna - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - LORETA MELO BEZERRA CAVALCANTI - IFRN