Programa de habilidades sociais e educativas para professores de alunos com histórico de distorção idade-série nos anos finais do Ensino Fundamental

Abstract

Education in Brazil presents high rates of failure, dropout, abandonment, and age-grade distortion in annual educational statistics, especially regarding students with age-grade distortion. Continuous training through a program focused on social and educational skills, contextualized with teaching practices, can contribute to addressing school failure. However, no studies have been identified that aimed to carry out interventions with this group. Thus, in light of the Bioecological Theory of Human Development, the overall objective of this doctoral thesis was to develop, implement, and evaluate a Social and Educational Skills Program with teachers from the final years of Elementary School in public schools working with students with a history of age-grade distortion. This thesis consists of three studies: (1) Study 1 aimed to conduct a needs assessment to contextualize the intervention developed with teachers of students with age-grade distortion; (2) Study 2 aimed to evaluate the process and effects of the intervention with teachers on social and educational skills and teachers' self-efficacy beliefs in the final years of Elementary School; (3) Study 3 aimed to assess the effects of the intervention with teachers from the final years of Elementary School on social skills, general self-efficacy beliefs, academic performance beliefs, and the perception of social support from students with and without age-grade distortion. The thesis adopted a qualitative and quantitative approach (mixed methods) and ecological insertion. The intervention was characterized as a pilot study, with a quasi-experimental design and a convenience sample. Measures of needs assessment, process, and outcomes (pre-test, post-test, and follow-up) were carried out. Study 1 identified three thematic axes, emphasizing the need for continuous training for teachers on social and educational skills and difficulties in teacher-student relationships. The results of Study 2 showed an increase in levels of social skills such as assertive conversation, affective-sexual approach, expression of positive feelings, self-control, coping, and all factors related to social educational skills and teacher self-efficacy beliefs. The follow-up (six months) highlighted satisfaction with the development of the intervention program. Study 3 indicated that, after the intervention with teachers, all students increased levels of social skills in empathy and affective approach, perception of social support from family for all students, and perception of social support from teachers for students with age-grade distortion. With these results, it will be possible to plan and implement continuous training for teachers to better develop pedagogical strategies focusing on the singularities and realities of students, in addition to contributing to the creation of future educational public policies and interventions for other members of the school community.