Open AccessEFEITO DE UM PROGRAMA DE RESSIGNIFICAÇÃO DA EDUCAÇÃO NO CLIMA ESCOLAR EM DUAS INSTITUIÇÕES DE EDUCAÇÃO FUNDAMENTAL - SÉRIES INICIAIS
Author(s) -
Juliana Freire Bidóia,
Alessandra de Morais,
Cristiane Paiva Alves,
Patrícia Unger Raphael Bataglia
Publication year - 2020
Publication title -
colloquium humanarum
Language(s) - English
Resource type - Journals
eISSN - 1809-8207
pISSN - 1679-6470
DOI - 10.5747/ch.2020.v17.h468
Subject(s) - cognitive reframing , school climate , psychology , test (biology) , pedagogy , quality (philosophy) , perception , mathematics education , work (physics) , medical education , engineering , social psychology , medicine , mechanical engineering , paleontology , philosophy , epistemology , neuroscience , biology
This work has as its theme a process of education reframing taking the school climate as one of its parameters of analysis. The reframing of the education is understood as a process of reflection of the school community regarding the aims and means of the teaching-learning process. An instrument that makes possible to identify the actors' perception of the school environment is the School Climate Questionnaire. This research aimed to analyze the effects on school climate quality of an education reframing program under the perspective of the students, in two municipal public schools of Early Childhood Education and Elementary Education. The School Climate Assessment Questionnaire was used as an instrument. It is a quasi-experimental research, in which to verify the effects of the reframing process on the school climate quality, a pre-test and a post-test were carried out, both with the application of the referred questionnaire to approximately 500 students from the 3rd to 5th grades. Three municipal public schools with similar characteristics were part of the research, two of them in the experimental group, with the intervention of the independent variable (reframing program) and the other one as the control group. The results allowed to identify the significant transformations in the experimental schools in comparison with the school of the control group. The conclusion of the work served to retro-analyze the actions of the program at the time of the initial diagnosis (pre-test) feedback, in which the educators actively participated the process of reflection on the results of the climate.