O clima escolar e a convivência respeitosa nas instituições educativas

Vinha, Telma Pileggi; Morais, Alessandra de; Tognetta, Luciene Regina Paulino; Azzi, Roberta Gurgel; Aragão, Ana Maria Falcão de; Marques, Carolina de Aragão Escher; Silva, Lívia Maria Ferreira da; Moro, Adriano; Vivaldi, Flávia Maria de Campos; Ramos, Adriana de Melo; Oliveira, Mariana Tavares Almeida; Bozza, Thais Cristina Leite

doi:10.18222/eae.v27i64.3747

Cited by 29 publications

(35 citation statements)

References 7 publications

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“…variables listed by the Vinha et al (2016) model are very specific and not generalizable to support socioemotional development.…”

Section: Socio-emotional Skills and Development Supportmentioning

confidence: 99%

“…Moreover, specifically about the support of school and teachers for the development of students' socio-emotional skills, we are not aware of a specific model for this purpose. However, there are some models more related to the general climate of the institution (Vinha et al, 2016) or teacher styles associated with the technical aspects of teaching (Marchezini-Cunha & Tourinho, 2010). Vinha et al (2016) model proposes a series of variables associated with the way principals, teachers, staff and students deal with everyday out-of-class situations, such as conflict management and rulemaking.…”

Section: Socio-emotional Skills and Development Supportmentioning

confidence: 99%

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Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence

Valentini

Mose

Ramos

et al. 2020

Estud. psicol. (Campinas)

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This study aims to develop the Inventory of Supporting for Socio-Emotional Skills, which is an instrument for assessing the support for socio-emotional development provided by teachers, rated by students. It also aims to gather validity evidence of the internal structure of Inventory of Supporting for Socio-Emotional Skills and to control acquiescence. We elaborated the items, which content were evaluated by six experts. For the internal structure, a sample composed of elementary and high-school students (N = 443) was used to answer the instrument. The instrument presented good psychometric parameters after controlling for acquiescence using the Random Intercept Model. The final structure was set as unidimensional. We suggest controlling acquiescence to avoid biased scores. In addition, we make an inventory available that can be helpful for socio-emotional skills development.

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“…variables listed by the Vinha et al (2016) model are very specific and not generalizable to support socioemotional development.…”

Section: Socio-emotional Skills and Development Supportmentioning

confidence: 99%

Section: Socio-emotional Skills and Development Supportmentioning

confidence: 99%

Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence

Valentini

Mose

Ramos

et al. 2020

Estud. psicol. (Campinas)

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“…In this sense, Vinha and collaborators [37] developed, in two public schools, an intervention project aimed at improving coexistence, emphasizing that both preventive and curative actions to the problems detected in the school environment are necessary. The aim was to encourage the reflections of all involved about their beliefs, express their feelings and act morally.…”

Section: Pillar V -Disharmonious Relations At Schoolmentioning

confidence: 99%

Affectfullness as the basis for the (re)formulation of the teacher´s professional identity

Loos-Sant’Ana

Sant'Ana-Loos

Oliveira

2020

Int J Innov Educ Res

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‘Affectfullness’ is called the way of life defended by Theoretical System of Affectfullness (TSA) in which the interactions we experience in the world can become rich and meaningful. Seen in these terms, it may be understood as a method that provides parameters for analyzing our experiences and investing in our full development as human beings. As of this approach, the teaching and learning activities should also be seen from a broader perspective, since they have a relevant role in the developmental path of our species. Therefore, it is argued that in scholastic institutions, the teacher – the person in charge of ‘teaching’- needs to experience opportunities and perspectives of self-development which happens through participation in healthy interactions and appropriate conditions to carry out their work of transmitting the input of knowledge produced by humanity from generation to generation. However, unfortunately we have noticed that a large number of elementary school teachers in Brazil do not perceive themselves inserted in a context full of development possibilities, both of themselves and of their own students. Teachers experience discomfort and anxieties, which in turn result in disenchantment with their teaching activities. This paper aims to explore, based on the literature researched, some of the difficulties lived by performing teachers which were organized in seven sections that indicate how the integrity of the ‘teaching profession’ has negatively been affected. Then, it promoted a dialogue with the Theoretical System of Affectfullness (TSA) in order to elicit reflections, which contribute to the teachers arouse an “affectively expanded look” on the dimension of their daily work and their professional identity, becoming able to positively affect their work environment and help modify this reality for better.

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“…Estudos apontam que as relações conflituosas refletem diretamente na qualidade do clima escolar (BLAYA, et. al., 2006;CUNHA, 2014;VINHA;et. al., 2016et.…”

Section: Introductionunclassified

“…Na pesquisa de Gomes (2005), por exemplo, observa-se que as dimensões que constituem o clima escolar variam muito e que os fatores que o compõe são: atmosfera de ordem; satisfação e importância atribuída a um clima de ordem; normas e regulamentos; sanções e recompensas, absenteísmo e evasão; e boa conduta dos alunos. Já as pesquisas realizadas nos Estados Unidos pelo Conselho Nacional do Clima Escolar consideram que uma avaliação efetiva do clima deva se concentrar em quatro dimensões: segurança, relações, ensino e aprendizagem e ambiente institucional (VINHA et. al., 2016).…”

Section: Introductionunclassified

Em Busca De Caminhos Que Promovam a Melhora Da Convivência Na Escola: Investigando O Clima Escolar

Zechi¹,

de²,

Tristão³

2018

COLLOQ HUMANARUM

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The present research aims to understand and evaluate the school climate in students, teachers and managers, seeking subsidies that guide the elaboration of actions to improve school coexistence. The school climate is understood as the set of perceptions ofthe members of the educational community in relation to the educational institution that involves factors related to the pedagogical and administrative structures, the organization and the social relations that occur in this environment. The evaluation ofschool climate was made through questionnaires addressed to students, teachers and managers covering eight dimensions that compose the climate. A total of 400 questionnaires were administered at a primary and secondary institution from the state public school system. The school actors, in general, had a positive perception about the dimensions of the school climate. However, the analysis of the itens that make up the dimensions reveals negative points which are contested among the participants. The "situations of intimidation among the students" were evaluated positively among the students; in counterpoint, some of the teachers had a negative perception. The "infrastructure and physical network of the school" and "family, school and community" were more negatively evaluated by students; in these the answers of the teachers were divided, predominantly, between neutral and positive; half of the managers negatively 23Colloquium Humanarum, Presidente Prudente, v. 15, n. 4, p.22-33out/dez 2018. DOI: 10.5747/ch.2018.v15.n4.h387evaluated the institutional infrastructure. Also, "management and participation" were negatively evaluated by half of the teachers. Finally, the diagnosis made allows a greater knowledge about the school climate, contributing with the elaboration of proposals of interventions aiming at improving the quality of the coexistence in school.

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O clima escolar e a convivência respeitosa nas instituições educativas

Cited by 29 publications

References 7 publications

Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence

Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence

Affectfullness as the basis for the (re)formulation of the teacher´s professional identity

Em Busca De Caminhos Que Promovam a Melhora Da Convivência Na Escola: Investigando O Clima Escolar

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