A carregar...
Publicação
A importância das práticas educativas baseadas na vinculação na inclusão de alunos com comportamento desafiante
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.11 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Sendo a aprendizagem um processo relacional influenciado pela qualidade das relações
que a criança estabelece dentro e fora do contexto escolar, a teoria da vinculação surge
como um importante referencial adotado internacionalmente como base para as práticas
educativas. Contudo, em Portugal, poucos estudos têm abordado a relação entre
vinculação e aprendizagem. Este estudo teve como principal objetivo compreender como
os profissionais de escolas da RAM concetualizam e operacionalizam essa relação,
nomeadamente nas práticas educativas e gestão de comportamentos desafiantes dos
alunos em contexto escolar. Trata-se de um estudo qualitativo, com recurso a 4 focus
group, no qual participaram 20 profissionais (psicólogos, professores, presidentes e
auxiliares de ensino), a maioria dos quais sem formação na área da vinculação. Os dados
foram analisados através da análise temática. Os principais resultados demonstraram que
muitos participantes consideram a vinculação como sinónimo de uma relação positiva e,
nesta perspetiva reconhecem a importância da relação entre vinculação e aprendizagem e
as suas qualidades para um melhor desempenho académico. Contudo, a gestão de
comportamentos desafiantes na escola assenta maioritariamente em estratégias
comportamentais baseadas em reforços e punições e, não em estratégias relacionais, não
se perspetivando relações securizantes como forma de lidar com tais comportamentos.
Conclui-se assim que é pertinente e urgente a promoção de formação de todos os agentes
educativos no que concerne à vinculação, bem como, às suas respetivas implicações no
processo de aprendizagem, de modo, a promover a adoção de práticas educativas
sensíveis aos vínculos, especialmente para os alunos com comportamentos considerados
desafiantes.
As learning is a relational process influenced by the quality of the relationships that the child establishes inside and outside the school context, attachment theory has emerged as an important reference adopted internationally as a basis for educational practices. However, in Portugal, few studies have addressed the relationship between attachment and learning. The main objective of this study was to understand how school professionals in Madeira Autonomous Region conceptualize and operationalize this relationship, particularly in educational practices and in managing challenging behaviours of students in the school context. This is a qualitative study, using 4 focus groups, in which 20 professionals (psychologists, teachers, presidents and teaching assistants) participated, most of whom had no training about attachment issues. The data were analysed through thematic analysis. The main results demonstrated that many participants consider attachment as synonymous with a positive relationship and, from this perspective, recognized the importance of the relationship between attachment and learning and its qualities for better academic performance. However, the management of challenging behaviours in schools is mostly based on behavioural strategies based on reinforcements and punishments, rather than on relational strategies, and secure relationships are not considered as a way of dealing with such behaviours. It is therefore concluded that is important and urgent to promote training for all educational agents regarding attachment, as well as its respective implications in the learning process, in order to promote the adoption of educational practices that are sensitive to attachments, especially for students with challenging behaviours.
As learning is a relational process influenced by the quality of the relationships that the child establishes inside and outside the school context, attachment theory has emerged as an important reference adopted internationally as a basis for educational practices. However, in Portugal, few studies have addressed the relationship between attachment and learning. The main objective of this study was to understand how school professionals in Madeira Autonomous Region conceptualize and operationalize this relationship, particularly in educational practices and in managing challenging behaviours of students in the school context. This is a qualitative study, using 4 focus groups, in which 20 professionals (psychologists, teachers, presidents and teaching assistants) participated, most of whom had no training about attachment issues. The data were analysed through thematic analysis. The main results demonstrated that many participants consider attachment as synonymous with a positive relationship and, from this perspective, recognized the importance of the relationship between attachment and learning and its qualities for better academic performance. However, the management of challenging behaviours in schools is mostly based on behavioural strategies based on reinforcements and punishments, rather than on relational strategies, and secure relationships are not considered as a way of dealing with such behaviours. It is therefore concluded that is important and urgent to promote training for all educational agents regarding attachment, as well as its respective implications in the learning process, in order to promote the adoption of educational practices that are sensitive to attachments, especially for students with challenging behaviours.
Descrição
Palavras-chave
Vinculação Aprendizagem Comportamentos desafiantes Práticas educativas Gestão de comportamentos Relação professor-aluno Attachment Learning Challenging behaviours Educational practices Behaviour management Teacher-student relationship Psicologia da Educação . Faculdade de Artes e Humanidades