Palavras chave

Inclusão, aprendizagem socioemocional, agressividade, instabilidade emocional, infância, educação básica

Resumo

No contexto da escola inclusiva, a aprendizagem socioemocional e personalizada incentiva o envolvimento dos alunos na vida da sala de aula e está relacionada com a redução de comportamentos desadaptativos. O objetivo deste estudo é analisar o impacto de um programa de educação socioemocional na agressividade e instabilidade emocional na infância. Participaram 555 crianças de 7 a 12 anos (M = 9,2 e DP = 1,5), 55,5% meninos e 45,5% meninas. Elas cursam o ensino fundamental em seis escolas públicas da área metropolitana de Valência (Espanha). A amostra foi distribuída em um grupo experimental (317 crianças, 57,2% do total da população participante) e um grupo de controle (238 crianças, 42,8% do total). Os professores do grupo experimental receberam treinamento para implementar o programa em sala de aula. Os professores do grupo de controle não receberam treinamento nem aplicaram o programa. Os resultados foram analisados nas fases de pré-teste e pós-teste em ambos os grupos. Na fase de pré-teste, aparecem diferenças significativas entre os dois grupos: o grupo experimental apresenta níveis mais elevados de agressividade e instabilidade emocional do que o grupo de controle. Na fase pós-teste, a agressividade e a instabilidade emocional diminuem significativamente no grupo experimental, com um efeito de tamanho médio para alto, enquanto que no grupo de controle aumentam a agressividade e a instabilidade emocional. São discutidos os efeitos do programa sobre os alunos.

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Technical information

Recebido: 27-05-2020

Revisado: 30-05-2020

Aceite: 03-07-2020

OnlineFirst: 15-11-2020

Data de publicação: 01-01-2021

Tempo de revisão do artigo: 3 dias | Tempo médio de revisão do número 66: 17 dias

Tempo de aceitação do artigo: 37 dias | Tempo médio de aceitação do número 66: 51 dias

Tempo de edição da pré-impressão: 174 dias | Tempo médio de edição pré-impressão do número 66: 193 dias

Tempo de processamento do artigo: 219 dias | Tempo médio de processamento do número 66: 238 dias

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Tur-Porcar, A., Llorca-Mestre, A., & Mestre-Escrivá, V. (2021). Aggressiveness, instability and social-emotional education in an inclusive environment. [Agresividad, inestabilidad y educación socioemocional en un entorno inclusivo]. Comunicar, 66, 45-55. https://doi.org/10.3916/C66-2021-04

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