Desenvolvimento e implementação de um Programa de Habilidades Sociais e Educativas para professores dos anos finais do Ensino Fundamental – PHS&E – versão 2

Abstract

In recent years, Basic Education in Brazil has faced an increase in problems such as decreasing enrollments, school dropout, and high failure rates, exacerbated by the COVID-19 pandemic. Additionally, precarious working conditions and interpersonal conflicts have affected teachers' emotional states, leading to stress and burnout, with continuous professional development being a strategy to mitigate these difficulties. However, research with this purpose is lacking. Thus, based on the Bioecological Theory of Human Development, the general objective of the research is to develop, implement, and evaluate a Social and Educational Skills Program (PHS&E – version 2) with teachers of the final years of Elementary Education (EF) in public schools. This thesis is organized into four studies: (1) Study 1, aimed to evaluate the results, process, and effectiveness achieved through a Social and Educational Skills program (pilot study from the Master's degree - PHS&E - version 1), developed with 45 teachers of the final years of EF, divided by convenience into an intervention group and a control group; (2) Study 2, aimed to conduct a needs assessment of the intervention, with 13 teachers, five principals, two pedagogical coordinators, and three educational counselors from the participating schools; (3) Study 3, aimed to describe and evaluate the implementation, results, and process of PHS&E - version 2 on the repertoire of social skills, educational social skills, self-efficacy beliefs (individual and collective), and stress perception of 47 educators, distributed by convenience into two groups: intervention - GI (N=22) and control - GC (N=25); (4) Study 4, aimed to evaluate the effects of PHS&E - version 2 on social skills and support for socio-emotional skills with 589 students selected by the teachers from the intervention group. PHS&E - version 2 involved a non-experimental design through needs, process, and results evaluations (pre and post-tests and Follow-up, nine months after the intervention with teachers). In study 1, the evaluation results of PHS&E - version 1 showed more than 90% teacher adherence and indicated significant improvements in assertiveness, self-awareness, self-monitoring, and self-control. The Follow-up evaluation indicated satisfaction with the program after one year, with an increase in empathetic skills. In study 2, the needs assessment of PHS&E - version 2 identified three main thematic axes, highlighting working conditions and difficulties in the teacher-student relationship. In study 3, teachers showed increased levels of social skills and greater assertiveness, self-monitoring, and self-control in the post-test. The quality of implementation was evaluated positively, with high participation and replication of content in the classes. Finally, in study 4, the results showed that students who participated in the intervention demonstrated increased empathy, self-control, and affective approach, despite the decrease in the perception of socio-emotional support, possibly due to the increase in critical thinking and self-awareness of the students. The intervention of PHS&E - version 2 demonstrated indicators of effectiveness with innovative aspects for the socio-emotional development of teachers and students in the final years of Elementary Education, contributing to future public policies and educational interventions.