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O contributo dos processos de vinculação para a qualidade da relação pedagógica em docentes do ensino básico
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Abstract(s)
O propósito desta dissertação assenta na avaliação do impacto da metodologia
formativa e reflexiva – Thinkspace – baseada na teoria da vinculação e destinada a docentes,
através da qual estes profissionais terão oportunidade de adotar estratégias pedagógicas mais
ajustadas as características dos modelos internos dinâmicos de vinculação dos alunos com
comportamento desviante, com o objetivo de promover o sucesso educativo.
A amostra foi constituída por um grupo de oito professores dos 2º e 3 ciclos de
escolaridade pertencentes a cinco escolas da Região Autónoma da Madeira e recorreu-se à
aplicação dos seguintes instrumentos: de um questionário sociodemográfico, da Escala de
Vinculação de Adultos (EVA), da Escala de Relacionamento Aluno-Professor (ERAP), do
Questionário de Comportamento da Criança para professores (TRF), de uma Grelha de
Descritores do Rendimento Académico, do Inventário de Autoavaliação de competências de
contenção e apoio emocional e de um Questionário de Avaliação da Formação.
Concluímos que a formação e a metodologia Thinkspace se associou a alterações nas práticas
educativas adotadas, na melhoria da relação pedagógica com os alunos por si considerados
como desafiante e que todo o processo sustentou uma evolução no rendimento escolar desses
alunos.
Apesar da reduzida dimensão da amostra que consideramos ser uma limitação neste estudo
exploratório, a sua elevada validade ecológica fornece claras indicações de que a investigação
sobre a aplicabilidade e benefícios da metodologia Thinkspace e das práticas educativas
baseadas na Teoria da Vinculação deverá ser reforçada no futuro.
The purpose of this dissertation is the evaluation of the formative and reflective methodology - Thinkspace - which is aimed at teachers and based on Attachment Theory, allowing pedagogic strategies to be adjusted to the dynamic internal models of attachment of students with challenging behaviors. The sample consisted of a group of eight teachers from the 5th to the 9th grade of schooling, belonging to five schools in the Autonomous Region of Madeira, in Portugal. As evaluation instruments, we used a sociodemographic questionnaire, the Adult Attachment Scale, the Student-Teacher Relationship Scale, the Child Behavior Inventory for Teachers, the Self-Assessment Inventory of Containment and Emotional Support Skills, a grid of academic performance descriptors and a Training Assessment Questionnaire. We conclude that “Thinkspace” methodology helped teachers adjust their strategies for the improvement of the pedagogical relationship with the students that they considered as challenging. The whole process sustained an evolution in that students performance. Despite our small sample size, which we recognize as a limitation of this study, we believe it has significant ecological validity, providing clear indications that more research should focus on the applicability and benefits of educational practices informed by Attachment Theory and the “Thinkspace” model, specifically.
The purpose of this dissertation is the evaluation of the formative and reflective methodology - Thinkspace - which is aimed at teachers and based on Attachment Theory, allowing pedagogic strategies to be adjusted to the dynamic internal models of attachment of students with challenging behaviors. The sample consisted of a group of eight teachers from the 5th to the 9th grade of schooling, belonging to five schools in the Autonomous Region of Madeira, in Portugal. As evaluation instruments, we used a sociodemographic questionnaire, the Adult Attachment Scale, the Student-Teacher Relationship Scale, the Child Behavior Inventory for Teachers, the Self-Assessment Inventory of Containment and Emotional Support Skills, a grid of academic performance descriptors and a Training Assessment Questionnaire. We conclude that “Thinkspace” methodology helped teachers adjust their strategies for the improvement of the pedagogical relationship with the students that they considered as challenging. The whole process sustained an evolution in that students performance. Despite our small sample size, which we recognize as a limitation of this study, we believe it has significant ecological validity, providing clear indications that more research should focus on the applicability and benefits of educational practices informed by Attachment Theory and the “Thinkspace” model, specifically.
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Keywords
Vinculação Comportamento desafiante Relação pedagógica Práticas educativas Attachtment Challenging behavior Pedagogical relation Thinkspace Educational practices Psicologia da Educação . Faculdade de Artes e Humanidades