Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental

Abstract

The acceleration classes are formed by students from the initial and final years of elementary school who, at some point in their school life, abandoned, avoided or were retained in previous years of schooling, causing age-grade distortion. In general, the school team understands that such students are unable to learn, are apathetic and unmotivated, holding them accountable for their learning difficulties and evaluating them for school failure. Similarly, the fragility of the physical and mental health conditions of teachers corroborates to negatively influence the quality of the teaching-learning process of this population. In view of this, the family and the school, as the first environments in which children and adolescents are inserted, must provide opportunities that contribute to their academic, professional and personal development. In this way, positive interpersonal relationships maintained in these contexts, can promote the cognitive, social, behavioral and emotional development of educators and students in the acceleration classes. The general objective of the study is to analyze the associations between educational social skills, social skills, the shared routine and involvement between family-school and the beliefs of self-efficacy of teachers and students in the acceleration classes. The research is based on the Bioecological Theory of Human Development, which is a pertinent approach to this investigation because it adopts a systemic and dynamic look at the development of individuals. The study included 19 teachers from 10 public schools in a city in the state of Rio de Janeiro, 12 women, aged between 31 and 62 years (M = 43.58, SD = 9.55), who taught for acceleration classes I, II, III and IV. Its 229 students were also participants, 145 boys, aged between nine and 18 years old (M = 13.98, SD = 1.85). The teachers answered the Social Skills Inventory 2, the Educational Social Skills Inventory, the Teacher Self-Efficacy Scale, the Shared Routine and Family-School Engagement Checklist and the Questionnaire with sociodemographic information. The students answered the Multimedia Inventory of Social Skills, the General and Academic Self-Efficacy Scale and the Questionnaire with sociodemographic information. Descriptive and parametric statistical analyzes (correlation and linear regression) were performed. The results indicated that the teachers who teach for the acceleration classes had a good repertoire of social skills. In addition, students' social skills were positively associated with overall self-efficacy and self-efficacy for academic performance. The hierarchical regression analysis indicated that the variables skillful repertoire (positive predictor) and sex (women - negative predictor) predicted 8% of students' general self-efficacy and, skilled repertoire (positive predictor), non-skilled passive (negative predictor) and social skills. of teachers predicted 13% of self-efficacy for academic performance. The results can be used in preventive intervention programs and focused on promoting the mental health of students and teachers.