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Biblioterapia e psicologia da educação: avaliação de um programa de intervenção (com crianças de 1.º ciclo do ensino básico)
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Abstract(s)
Encontrou-se uma grande potencialidade na união da psicologia da educação, da
biblioterapia desenvolvimental e da esperança. Estas que, apesar de à primeira vista, não
serem reconhecidas (por muitos) como possíveis partes integrantes e complementares da
mesma área de intervenção (contexto escolar), mostram uma potencialidade pelo que se
propõe uma parceria entre as três para intervir no desenvolvimento da criança não só
enquanto aluno, mas como pessoa.
Os objetivos centrais deste trabalho são, por um lado, enquadrar a biblioterapia como
ferramenta útil para a prática do psicólogo da educação e, por outro, analisar o impacto do
projeto de investigação em biblioterapia intitulado “Abrindo portas para o futuro através da
leitura e da reflexão”.
Faz-se a apresentação do projeto em análise e da metodologia mista, pelo que foi
realizada, por um lado, uma análise quantitativa, avaliando os resultados da Escala de
Esperança para Crianças (Snyder et al., 1997) aplicada, e por outro, uma análise qualitativa
dos dados recolhidos a partir das perguntas de resposta aberta.
Os resultados obtidos sugerem que, apesar das limitações do estudo, a intervenção
realizada teve um impacto significativo nos participantes – tanto na análise quantitativa como
na análise qualitativa. Destacamos, da análise quantitativa, as correlações significativas
encontradas entre os níveis da escala de esperança para crianças (EEC) e a variável escola
(r=.336, n=113, p≤ 0.001), acentuando menores níveis de esperança dos participantes que
frequentam a escola pública, comparativamente aos que frequentam a privada. Esta
descoberta sugere uma maior necessidade de intervenção com as crianças que frequentam a
escola pública.Conclui-se que a biblioterapia é uma ferramenta útil para o contexto escolar. E que os
resultados, de uma forma geral, sugerem que a intervenção de biblioterapia teve efeitos
positivos na população alvo.
It was found great potential in the union of educational psychology, developmental bibliotherapy and the promotion of hope. Even if at first glance, those are not likely to be recognized (by many) as possible partners, being complementary parts of the same interventional area (school context), we propose that a partnership should be formed between this three – owing to step in on development of the child, not only as a simple student, but above all as a person. Being the main objectives of this work, on the one hand, (1) frame bibliotherapy as a useful tool for the educational psychologist, and on the other, (2) analyze the impact on which the research project of bibliotherapy entitled “Abrindo portas para o futuro através da leitura e reflexão” (“opening door/ways to the future through reading and reflection/thinking”). Since this project produce quantitative and qualitative outputs, was used for this analysis the mixed methodology. Doing it by assessing the results of the adapted version of “Children’s Hope Scale” (Snyder et al., 1997) by Marques, Pais-Ribeiro & Lopez (2009) for quantitative analysis. And the qualitative analysis was produced from collected data of open ended questions. Overall, the results suggest that, the performed intervention had a significant impact on participants. We highlight the significant correlations found between the children’s levels of hope and its school variable (r=.336, n=113, p≤ .001), accentuating lowest hope levels from public school children comparing with private school children. We consider this findings as being of supreme importance, since its suggests that there is a biggest requirement of intervention on public school. To sum up, bibliotherapy seems to be an effective tool which can and should be applied on school context, by educational psychologists. Moreover, we can affirm that overall there was a positive and significant impact of intervention on target population.
It was found great potential in the union of educational psychology, developmental bibliotherapy and the promotion of hope. Even if at first glance, those are not likely to be recognized (by many) as possible partners, being complementary parts of the same interventional area (school context), we propose that a partnership should be formed between this three – owing to step in on development of the child, not only as a simple student, but above all as a person. Being the main objectives of this work, on the one hand, (1) frame bibliotherapy as a useful tool for the educational psychologist, and on the other, (2) analyze the impact on which the research project of bibliotherapy entitled “Abrindo portas para o futuro através da leitura e reflexão” (“opening door/ways to the future through reading and reflection/thinking”). Since this project produce quantitative and qualitative outputs, was used for this analysis the mixed methodology. Doing it by assessing the results of the adapted version of “Children’s Hope Scale” (Snyder et al., 1997) by Marques, Pais-Ribeiro & Lopez (2009) for quantitative analysis. And the qualitative analysis was produced from collected data of open ended questions. Overall, the results suggest that, the performed intervention had a significant impact on participants. We highlight the significant correlations found between the children’s levels of hope and its school variable (r=.336, n=113, p≤ .001), accentuating lowest hope levels from public school children comparing with private school children. We consider this findings as being of supreme importance, since its suggests that there is a biggest requirement of intervention on public school. To sum up, bibliotherapy seems to be an effective tool which can and should be applied on school context, by educational psychologists. Moreover, we can affirm that overall there was a positive and significant impact of intervention on target population.
Description
Keywords
Biblioterapia Psicologia da educação Esperança Bibliotherapy School psychology Hope Psicologia da Educação . Faculdade de Artes e Humanidades