Esta tese se compõe de três ensaios que conjuntamente pretendem explorar o papel da família no desenvolvimento humano, destacando especialmente sua função de cuidado na primeira infância e sua influência na formação das habilidades cognitivas e socioemocionais. A hipótese geral parte da premissa que a família é o espaço social com maior influência no desenvolvimento infantil e que determina inclusive os efeitos que outros espaços de educação e cuidado como a creche podem ter nos resultados das crianças. A família representa uma rede de cuidados e afetos, mas também pode constituir um lugar de privações para o bem-estar humano. As características das famílias tanto estruturais como de dinâmicas internas definem os fatores de proteção e os fatores de risco para o desenvolvimento infantil. Nesse sentido, no primeiro ensaio realiza-se uma discussão teórica a partir de abordagens da psicologia e da neurociência sobre como as experiências na família e nos períodos sensíveis da infância determinam resultados das crianças, definindo, por exemplo, o desenvolvimento do cérebro e da personalidade. Nessa linha, apresentam-se as práticas parentais positivas e os estilos parentais participativos como referências para ambientes adequados e de estímulo. O ensaio também analisa o conceito de resiliência e que permite identificar fatores que explicam por que algumas crianças que ainda expostas a ambientes adversos podem atingir boas competências e desempenho. De igual forma, o ensaio discute sobre as habilidades cognitivas e não cognitivas e o papel central das emoções no desenvolvimento humano. No segundo ensaio, avalia-se o desenvolvimento infantil do Chile contemplando diferentes dimensões das crianças, como a cognitiva, socioemocional e motricidade. Considera-se também, ao mesmo tempo, a influência de fatores familiares sobre o nível de desenvolvimento atingido pelas crianças. Para esse objetivo aplica-se o modelo “Multiple Indicator Multiple Causes – MIMIC” que faz parte dos Modelos de Equações Estruturais (SEM). Neste artigo, também se operacionaliza parte da concepção da Abordagem das Capacitações fundamentada por Amartya Sen e Martha Nussbaum ao considerar as oportunidades das crianças atingirem seu desenvolvimento de acordo às condições impostas por suas famílias, seja por suas características estruturais ou socioeconômicas como a renda ou por dinâmicas interna da família associadas ao grau de sensibilidade, práticas de envolvimento parental e exercício de práticas de disciplina. Por fim, no terceiro ensaio avaliam-se os efeitos da creche no desenvolvimento cognitivo e socioemocional das crianças chilenas de 4 a 5 anos, condicionado às características da família, como o status socioeconômico, o grau de sensibilidade materna e as práticas de envolvimento parental. Os resultados mostram que a maior exposição à creche tem maiores benefícios nas habilidades cognitivas de crianças de baixo status socioeconômico do que nas crianças de famílias de maior status. No entanto, há evidências de efeitos negativos da creche sobre os resultados das crianças quando o grau de sensibilidade e envolvimento parental é baixo. Desta forma, este ensaio contribui ao entendimento da importância do engajamento parental para que programas de cuidado à infância como a creche tenham maior sucesso e possam cooperar no desenvolvimento infantil. / This thesis consists of three essays that together aim to explore the role of family in human development, focusing on its care function during the early childhood and its influence on the formation of cognitive and socio-emotional skills. The general hypothesis consists that family is the social space with most influence on child development and it even could determine the effects that other social spaces like the daycare may have on child outcomes. Family is a network of care and affection, but it can also be a place of deprivation for human well-being. The structural characteristics of family as well as internal dynamics define protective and risk factors on child development. In the first essay, a theoretical discussion is done from the approach of psychology and neuroscience, and it explains how experiences in families during sensitive periods in childhood determine child outcomes, defining, for example, brain development and personality. In that sense, positive parenting practices and authoritative parenting style are indicated as references of suitable environments that encourage child development. The essay examines the concept of resilience and through this is possible to identify factors to explain why some children exposed to adverse environments can achieve good performance and skills. Also, the essay discusses about cognitive and non-cognitive skills and the central role of emotions in human development. In the second essay is evaluated the child development in Chile. This analysis includes different dimensions of children, such as cognitive, social-emotional and motor skills and considering at the same time, the influence of family factors on the level of development achieved by the children. For this objective, it is applied the model "Multiple Indicator Multiple Causes - MIMIC" which is part of the Structural Equation Modeling (SEM). In this paper also is used the Capability Approach founded by Amartya Sen and Martha Nussbaum considering the real opportunities of children to achievement their development according the conditions imposed by their families, either by their structural or socioeconomic characteristics such as income or by family internal dynamics associated with the degree of sensitivity, parenting practices and practices of discipline. Finally, the third essay evaluates the effects of daycare on cognitive and socio-emotional development of Chilean children of 4-5 years conditioning to family characteristics, such as socioeconomic status, degree of maternal sensitivity and parental involvement practices. The results showed that more exposure to daycare has more benefits in cognitive skills of children of low socioeconomic status than in children from families of higher status. However, there are evidences of negative effects of daycare on children's outcomes when the degree of sensitivity and parental involvement is low. Thus, this paper contributes understanding the importance of parental involvement for that child care programs like daycare have greater success and these can cooperate in the child development.

Esta tese se compõe de três ensaios que conjuntamente pretendem explorar o papel da família no desenvolvimento humano, destacando especialmente sua função de cuidado na primeira infância e sua influência na formação das habilidades cognitivas e socioemocionais. A hipótese geral parte da premissa que a família é o espaço social com maior influência no desenvolvimento infantil e que determina inclusive os efeitos que outros espaços de educação e cuidado como a creche podem ter nos resultados das crianças. A família representa uma rede de cuidados e afetos, mas também pode constituir um lugar de privações para o bem-estar humano. As características das famílias tanto estruturais como de dinâmicas internas definem os fatores de proteção e os fatores de risco para o desenvolvimento infantil. Nesse sentido, no primeiro ensaio realiza-se uma discussão teórica a partir de abordagens da psicologia e da neurociência sobre como as experiências na família e nos períodos sensíveis da infância determinam resultados das crianças, definindo, por exemplo, o desenvolvimento do cérebro e da personalidade. Nessa linha, apresentam-se as práticas parentais positivas e os estilos parentais participativos como referências para ambientes adequados e de estímulo. O ensaio também analisa o conceito de resiliência e que permite identificar fatores que explicam por que algumas crianças que ainda expostas a ambientes adversos podem atingir boas competências e desempenho. De igual forma, o ensaio discute sobre as habilidades cognitivas e não cognitivas e o papel central das emoções no desenvolvimento humano. No segundo ensaio, avalia-se o desenvolvimento infantil do Chile contemplando diferentes dimensões das crianças, como a cognitiva, socioemocional e motricidade. Considera-se também, ao mesmo tempo, a influência de fatores familiares sobre o nível de desenvolvimento atingido pelas crianças. Para esse objetivo aplica-se o modelo “Multiple Indicator Multiple Causes – MIMIC” que faz parte dos Modelos de Equações Estruturais (SEM). Neste artigo, também se operacionaliza parte da concepção da Abordagem das Capacitações fundamentada por Amartya Sen e Martha Nussbaum ao considerar as oportunidades das crianças atingirem seu desenvolvimento de acordo às condições impostas por suas famílias, seja por suas características estruturais ou socioeconômicas como a renda ou por dinâmicas interna da família associadas ao grau de sensibilidade, práticas de envolvimento parental e exercício de práticas de disciplina. Por fim, no terceiro ensaio avaliam-se os efeitos da creche no desenvolvimento cognitivo e socioemocional das crianças chilenas de 4 a 5 anos, condicionado às características da família, como o status socioeconômico, o grau de sensibilidade materna e as práticas de envolvimento parental. Os resultados mostram que a maior exposição à creche tem maiores benefícios nas habilidades cognitivas de crianças de baixo status socioeconômico do que nas crianças de famílias de maior status. No entanto, há evidências de efeitos negativos da creche sobre os resultados das crianças quando o grau de sensibilidade e envolvimento parental é baixo. Desta forma, este ensaio contribui ao entendimento da importância do engajamento parental para que programas de cuidado à infância como a creche tenham maior sucesso e possam cooperar no desenvolvimento infantil. / This thesis consists of three essays that together aim to explore the role of family in human development, focusing on its care function during the early childhood and its influence on the formation of cognitive and socio-emotional skills. The general hypothesis consists that family is the social space with most influence on child development and it even could determine the effects that other social spaces like the daycare may have on child outcomes. Family is a network of care and affection, but it can also be a place of deprivation for human well-being. The structural characteristics of family as well as internal dynamics define protective and risk factors on child development. In the first essay, a theoretical discussion is done from the approach of psychology and neuroscience, and it explains how experiences in families during sensitive periods in childhood determine child outcomes, defining, for example, brain development and personality. In that sense, positive parenting practices and authoritative parenting style are indicated as references of suitable environments that encourage child development. The essay examines the concept of resilience and through this is possible to identify factors to explain why some children exposed to adverse environments can achieve good performance and skills. Also, the essay discusses about cognitive and non-cognitive skills and the central role of emotions in human development. In the second essay is evaluated the child development in Chile. This analysis includes different dimensions of children, such as cognitive, social-emotional and motor skills and considering at the same time, the influence of family factors on the level of development achieved by the children. For this objective, it is applied the model "Multiple Indicator Multiple Causes - MIMIC" which is part of the Structural Equation Modeling (SEM). In this paper also is used the Capability Approach founded by Amartya Sen and Martha Nussbaum considering the real opportunities of children to achievement their development according the conditions imposed by their families, either by their structural or socioeconomic characteristics such as income or by family internal dynamics associated with the degree of sensitivity, parenting practices and practices of discipline. Finally, the third essay evaluates the effects of daycare on cognitive and socio-emotional development of Chilean children of 4-5 years conditioning to family characteristics, such as socioeconomic status, degree of maternal sensitivity and parental involvement practices. The results showed that more exposure to daycare has more benefits in cognitive skills of children of low socioeconomic status than in children from families of higher status. However, there are evidences of negative effects of daycare on children's outcomes when the degree of sensitivity and parental involvement is low. Thus, this paper contributes understanding the importance of parental involvement for that child care programs like daycare have greater success and these can cooperate in the child development.

Esta tese se compõe de três ensaios que conjuntamente pretendem explorar o papel da família no desenvolvimento humano, destacando especialmente sua função de cuidado na primeira infância e sua influência na formação das habilidades cognitivas e socioemocionais. A hipótese geral parte da premissa que a família é o espaço social com maior influência no desenvolvimento infantil e que determina inclusive os efeitos que outros espaços de educação e cuidado como a creche podem ter nos resultados das crianças. A família representa uma rede de cuidados e afetos, mas também pode constituir um lugar de privações para o bem-estar humano. As características das famílias tanto estruturais como de dinâmicas internas definem os fatores de proteção e os fatores de risco para o desenvolvimento infantil. Nesse sentido, no primeiro ensaio realiza-se uma discussão teórica a partir de abordagens da psicologia e da neurociência sobre como as experiências na família e nos períodos sensíveis da infância determinam resultados das crianças, definindo, por exemplo, o desenvolvimento do cérebro e da personalidade. Nessa linha, apresentam-se as práticas parentais positivas e os estilos parentais participativos como referências para ambientes adequados e de estímulo. O ensaio também analisa o conceito de resiliência e que permite identificar fatores que explicam por que algumas crianças que ainda expostas a ambientes adversos podem atingir boas competências e desempenho. De igual forma, o ensaio discute sobre as habilidades cognitivas e não cognitivas e o papel central das emoções no desenvolvimento humano. No segundo ensaio, avalia-se o desenvolvimento infantil do Chile contemplando diferentes dimensões das crianças, como a cognitiva, socioemocional e motricidade. Considera-se também, ao mesmo tempo, a influência de fatores familiares sobre o nível de desenvolvimento atingido pelas crianças. Para esse objetivo aplica-se o modelo “Multiple Indicator Multiple Causes – MIMIC” que faz parte dos Modelos de Equações Estruturais (SEM). Neste artigo, também se operacionaliza parte da concepção da Abordagem das Capacitações fundamentada por Amartya Sen e Martha Nussbaum ao considerar as oportunidades das crianças atingirem seu desenvolvimento de acordo às condições impostas por suas famílias, seja por suas características estruturais ou socioeconômicas como a renda ou por dinâmicas interna da família associadas ao grau de sensibilidade, práticas de envolvimento parental e exercício de práticas de disciplina. Por fim, no terceiro ensaio avaliam-se os efeitos da creche no desenvolvimento cognitivo e socioemocional das crianças chilenas de 4 a 5 anos, condicionado às características da família, como o status socioeconômico, o grau de sensibilidade materna e as práticas de envolvimento parental. Os resultados mostram que a maior exposição à creche tem maiores benefícios nas habilidades cognitivas de crianças de baixo status socioeconômico do que nas crianças de famílias de maior status. No entanto, há evidências de efeitos negativos da creche sobre os resultados das crianças quando o grau de sensibilidade e envolvimento parental é baixo. Desta forma, este ensaio contribui ao entendimento da importância do engajamento parental para que programas de cuidado à infância como a creche tenham maior sucesso e possam cooperar no desenvolvimento infantil. / This thesis consists of three essays that together aim to explore the role of family in human development, focusing on its care function during the early childhood and its influence on the formation of cognitive and socio-emotional skills. The general hypothesis consists that family is the social space with most influence on child development and it even could determine the effects that other social spaces like the daycare may have on child outcomes. Family is a network of care and affection, but it can also be a place of deprivation for human well-being. The structural characteristics of family as well as internal dynamics define protective and risk factors on child development. In the first essay, a theoretical discussion is done from the approach of psychology and neuroscience, and it explains how experiences in families during sensitive periods in childhood determine child outcomes, defining, for example, brain development and personality. In that sense, positive parenting practices and authoritative parenting style are indicated as references of suitable environments that encourage child development. The essay examines the concept of resilience and through this is possible to identify factors to explain why some children exposed to adverse environments can achieve good performance and skills. Also, the essay discusses about cognitive and non-cognitive skills and the central role of emotions in human development. In the second essay is evaluated the child development in Chile. This analysis includes different dimensions of children, such as cognitive, social-emotional and motor skills and considering at the same time, the influence of family factors on the level of development achieved by the children. For this objective, it is applied the model "Multiple Indicator Multiple Causes - MIMIC" which is part of the Structural Equation Modeling (SEM). In this paper also is used the Capability Approach founded by Amartya Sen and Martha Nussbaum considering the real opportunities of children to achievement their development according the conditions imposed by their families, either by their structural or socioeconomic characteristics such as income or by family internal dynamics associated with the degree of sensitivity, parenting practices and practices of discipline. Finally, the third essay evaluates the effects of daycare on cognitive and socio-emotional development of Chilean children of 4-5 years conditioning to family characteristics, such as socioeconomic status, degree of maternal sensitivity and parental involvement practices. The results showed that more exposure to daycare has more benefits in cognitive skills of children of low socioeconomic status than in children from families of higher status. However, there are evidences of negative effects of daycare on children's outcomes when the degree of sensitivity and parental involvement is low. Thus, this paper contributes understanding the importance of parental involvement for that child care programs like daycare have greater success and these can cooperate in the child development.

Data from the National Center for Education Statistics suggest that as academic standards continue to rise, students' mental health continues to decline (Carr, 2022). Public schools today have a unique opportunity to support the ongoing learning of students, while also encouraging the development of social and emotional skills that will benefit students’ academic performance, as well as their general wellbeing. While schools today follow rigorous state standards and support academic learning, many students attending rural high schools are graduating without the skills necessary to be successful in college or career (Farrington et al., 2012). This mixed-methods case study examines the social emotional skills necessary to promote college and career readiness for a rural California high school. Two research questions frame the study. First, what skills do rural educators, students, families, and community members believe are necessary for students to be successful in college or career? Secondly, in what ways do participants believe rural educators can help in the development of the skills identified in Research Question 1? Qualitative data was gathered through semi-structured interviews with school staff, parents, students, and community members to support both research questions. Quantitative data was later obtained through a follow-up survey with school staff, to identify five key, social emotional competences that school staff believe the be most critical for rural students to learn. It was determined that responsibility, work ethic, social skills, communication, and critical thinking skills are believed to be the most important social emotional skills to learn, for students attending high school within a rural community. Findings from this study contribute to current research as well as provide the district this set of core competencies to assist educators in developing school-wide practices and procedures that promote the development of the whole child.

L'empathie est au cœur de nos relations sociales : elle permet leur régulation par les émotions. Des études, aux résultats contradictoires, ont ainsi suggéré qu'un déficit d'empathie chez les auteurs d'agression sexuelle était un élément central dans leur évaluation et leur traitement.Nous avions 2 objectifs pour cette thèse :1) valider en français, dans une population adulte, une échelle d'empathie générale, la Basic Empathy Scale (Jolliffe & Farrington, 2006) ainsi qu'un inventaire des compétences socio-émotionnelles, le Social Skills Inventory (Riggio, 1989, 2002) ;2) approfondir la connaissance des liens existant entre empathie générale, empathie spécifique, distorsions cognitives, compétences sociales et risque de récidive chez des auteurs d'agression sexuelle.136 adultes issus de la population générale (78 femmes et 58 hommes) ont rempli les auto-questionnaires répartis en 2 passations séparées de 7 semaines. 37 détenus (20 auteurs d'agression sexuelle sur enfant, 6 auteurs d'agression sexuelle sur adulte, 6 auteurs d'agression non-sexuelle, 5 non-agresseur) ont participé à des entretiens et questionnaires sur plusieurs semaines.La Basic Empathy Scale et le Social Skills Inventory présentent des qualités psychométriques assez satisfaisantes. Chez les détenus, les liens empathie générale/empathie spécifique/distorsions cognitives différent selon le type de victime, avec des distorsions cognitives plus ou moins généralisées en conséquence. La régulation des émotions apparaît essentielle dans le processus empathique. Enfin, les mesures statiques du risque de récidive ne sont pas liées à l'empathie générale, à l'empathie spécifique et aux distorsions cognitives. Des profils socio-cognitivo-émotionnels ont été proposés à titre exploratoire et nécessiteraient d'être à nouveau investigués dans de futures recherches.Ainsi, notre thèse ouvre la voie à des travaux de recherche novateurs dans le domaine, à l'aide d'outils encore peu utilisés et qui pourraient être améliorés afin d'affiner les profils socio-cognitivo émotionnels des AAS déjà établis et de pouvoir proposer des prises en charge adaptées à chacun des profils rencontrés. / Empathy is fundamental in our social relations: it allows their regulation by emotions. Studies, with conflicting results, have suggested that a lack of empathy among sex offenders was a central element in their evaluation and treatment.We had two objectives for this thesis:1) to validate in French, in an adult population, a general empathy scale, the Basic Empathy Scale (Jolliffe & Farrington, 2006) and an inventory of socio-emotional skills, the Social Skills Inventory (Riggio, 1989, 2002);2) to increase knowledge on the relationship between general empathy, specific empathy, cognitive distortions, social skills and recidivism among sex offenders.136 adults from a general population (78 women and 58 men) completed the self-report questionnaires divided into two sessions, separated by seven weeks. 37 inmates prison (20 child molesters, six rapists, six authors of non-sexual assault, and five non-aggressors) were interviewed and completed questionnaires over several weeks.The Basic Empathy Scale and the Social Skills Inventory have quite good psychometric qualities. Among inmates prison, links between general empathy, specific empathy, and cognitive distortions depend on the type of victim, with cognitive distortions more or less generalized accordingly. Emotion regulation is essential in the empathic process. Finally, static measures of recidivism are not correlated to general empathy, specific empathy or cognitive distortions. We also proposed exploratory profiles socio-cognitive-emotional but they require to be re-examined in future research.Thus, our thesis opens the way for innovative research in this field, using scales not yet widely used and that could be improved in order to refine the socio-cognitive-emotional profiles of the sex offenders already established and to offer of support adapted to each of the profiles encountered.

Monsalve, Carlos. (2010) Emotional skills of a high school teaching staff. Experiences from six teachers. Master in Pedagogy - final examination, 30 hp, Institute of Pedagogy, Stockholm University. This research will be conducted as a final examination for the Master in Pedagogy, which I am currently attending in the Institute of Pedagogy at the Stockholm University (Sweden). My interest on this research grew up from the moment in which I identified in my experience as a teacher, the importance of a good emotional management (own emotions and other's as well) by teachers at a high school in the city of Badajoz, Spain. This is so, because this educational institute is localized in a low socio-economical status (marginalized area), which causes the students to have specific emotional difficulties that affect their normal performance in their studies and outcomes. In the same way and as a consequence of the above, it became evident to me the conclusion that teachers should be properly prepared for an effective support that students with such difficulties required. As another main reason for this investigation, it should be pointed out the existing necessity of new input in the researching ground required within the Emotional Intelligence area and its relationship with education. Most of the concepts in this respect will be supported by the formulations of the American psychologist D. Goleman. (1996). In this work, I would also like to contribute with a different analysis, employing the phenomenological method of the French philosopher Merleau-Ponty for interview analysis. Within this research, six teachers from the mentioned institution were interviewed so as to find out about their personal experiences related to the emotional ambit. Such experiences were analyzed using the phenomenological method formulated by Merleau-Ponty as I mentioned before. After the respective conclusions derived from the analysis conducted on the interviews, they followed a confrontation with the Emotional Intelligence theory by Goleman, (1996), and finally, the formulation of a conclusion which enables a solution to the questions posed in the objectives, and consequently responds to the hypothesis conceived.   Key words: EQ, Emotional Intelligence (IE), Emotional Skills, Phenomenology of Merleau-Ponty, Phenomenological Methodology of Merleau-Ponty. / Competencia Emocional del profesorado de un Instituto de Bachillerato. Experiencias de seis profesores. Máster en pedagogía – Examen final, 30 hp, Instituto de Pedagogía, Universidad de Estocolmo. Este estudio de investigación es realizado como examinación final del máster en pedagogía que actualmente curso en el instituto de Pedagogía de la Universidad de Estocolmo (Suecia). Mi interés en la investigación surgió al haber identificado y evidenciado, según mi experiencia como profesor, la importancia que tiene el buen manejo de las emociones (las propias y la de los demás) por parte de los profesores de un instituto de bachillerato de la ciudad de Badajoz, España. Ello, por encontrarse el instituto ubicado en un área social de estrato bajo (zona de marginación) por lo que los alumnos tienen especiales dificultades emocionales que afectan el desempeño normal de sus estudios y sus resultados. Así mismo y como consecuencia de lo anterior, me resulta clara la conclusión de que los profesores deben estar preparados adecuadamente para un apoyo efectivo que requieren dichos alumnos con ese tipo de dificultades. Como otro motivo primordial, cabe señalar la necesidad existente de nuevos aportes en el ámbito investigativo que requiere el ámbito de la Inteligencia Emocional y su relación con la educación. La mayoría de los conceptos al respecto, estarán apoyados en las formulaciones del psicólogo americano Goleman (1996). En este trabajo, deseo también aportar un análisis diferente, empleando el método fenomenológico del filósofo francés Merleau-Ponty para el análisis de las entrevistas. En la investigación se entrevistó a seis profesores de bachillerato del citado instituto para así indagar sobre sus vivencias o experiencias personales relacionadas con el ámbito emocional. Dichas vivencias fueron luego analizadas utilizando el método fenomenológico formulado por Merleau-Ponty como mencioné con anterioridad. Después de las respectivas conclusiones del análisis de las entrevistas, se procedió a confrontarlas con la teoría de la inteligencia emocional de Goleman (1996), para finalmente formular una conclusión y así llegar a una solución de  las preguntas formuladas en los objetivos y consecuentemente responder a la hipótesis planteada. Palabras claves: EQ, Inteligencia Emocional (IE), Competencia Emocional, Fenomenología, Metodología Fenomenológica de Merleau-Ponty.

Submitted by Juliana Camargo (juliana.camargo@fgv.br) on 2017-06-20T18:32:20Z No. of bitstreams: 1 Tese_JulianaCamargo_deposito.pdf: 710664 bytes, checksum: d23c73a7672666813e5e6bce333fabd8 (MD5) / Rejected by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br), reason: Boa tarde Juliana, As primeiras páginas do trabalho em português, língua de acordo com a instituição/país somente o título do trabalho em inglês e a palavra agradecimento em caixa alta. Grata. Suzi 3799/7876 on 2017-06-21T19:18:48Z (GMT) / Submitted by Juliana Camargo (juliana.camargo@fgv.br) on 2017-06-21T20:57:09Z No. of bitstreams: 1 Tese_JulianaCamargo_deposito.pdf: 710392 bytes, checksum: 1c06b951e5ad9f2355def00ccf055931 (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br) on 2017-06-21T21:18:04Z (GMT) No. of bitstreams: 1 Tese_JulianaCamargo_deposito.pdf: 710392 bytes, checksum: 1c06b951e5ad9f2355def00ccf055931 (MD5) / Made available in DSpace on 2017-06-22T12:57:38Z (GMT). No. of bitstreams: 1 Tese_JulianaCamargo_deposito.pdf: 710392 bytes, checksum: 1c06b951e5ad9f2355def00ccf055931 (MD5) Previous issue date: 2017-05-22 / The aim of this study is to provide rigorous evidence of the impact of a brazilian vocational education and training program on its beneficiaries. For this, we took advantage of the selection criteria for the program, in which the beneficiaries were selected through a lottery . Besides, our unique dataset allow us to evaluate the effect of the intervention not only on the economic dimension, but also on human capital, socio-emotional, crime and risky behavior outcomes. This is a valuable contribution since there is a lack of evidence in the literature about the impact of VET programs on these outcomes. Our estimations were based on ITT and LATE strategies. Overall, our results indicated that, at least in the short-run, there was no effect of the program on conventional labor market outcomes, such as employment and formal work probability and wages. Also, we found no effect in socio-emotional, crime and risky behavior dimensions. However, our results pointed towards a possible heterogeneity of the program, since we found positive and significant effects of the intervention on women, specially in labor market (formal work probability and wage) and socio-emotional (extraversion) outcomes. / O objetivo deste estudo é fornecer evidências rigorosas do impacto de um programa brasileiro de educação técnica de nível médio sobre seus beneficiários. Para tanto, nós aproveitamos o critério de seleção do programa, no qual os beneficiários são selecionados através de um sorteio. Além disso, nosso banco de dados único nos permite avaliar o efeito da intervenção não apenas na dimensão econômica, mas também em dimensões como capital humano, habilidades socioemocionais e crime e comportamento de risco. Essa é uma contribuição relevante, uma vez que na literatura há uma lacuna de evidências sobre o impacto de educação técnica nesses resultados. Nossas estimações foram baseadas em estratégias de ITT e LATE. De forma geral, nossos resultados indicam que, ao menos no curto prazo, não há efeito do programa nos resultados de mercado de trabalho, tai como empregabilidade, emprego formal e salários. Ademais, nós também não encontramos efeitos do programa em outras dimensões como socio-emocionais, crime e comportamento de risco. Entretanto, nossos resultados sugerem que há uma heterogeneidade nos efeitos do programa, uma vez que encontramos efeitos positivos e significantes do programa sobre as mulheres, especialmente em resultados do mercado de trabalho (emprego formal e salário) e habilidades socioemocionais (extroversão).

The concept of Socio-Emotional Skills is about how individuals can reflect on their emotions when they need to make intrapersonal and interpersonal decisions. It is, therefore, the reflexive capacity to deal with the emotions and to potentiate unique characteristics of oneself in the relations with the other. In the educational field, such skills are built by a complex network of knowledge and behaviors related to the success or failure of an enterprise, which aims to innovate pedagogically. In this sense, we propose to understand the relations between innovation and Socio-Emotional Skills from the statements of some undergraduate students of Biological Sciences of the Federal University of Sergipe. The work is organized in two phases: in the first, exploratory, we identified some episodic cases, observed in a mini course that dealt with the issue of Socio-Emotional Skills, in which some students of this degree participated; In a second moment, five semi-structured interviews were recorded, transcribed and analyzed in three moments. In the first, from five categories established a priori, equivalent to the domains of personality, to know: 1) openness to new experiences, 2) Consciousness, 3) Extroversion, 4) Cooperativity and 5) Emotional Stability. In the second moment, we created five categories a posteriori: 1) Innovation: opposition between conservatism and openings to changes; 2) Innovation as a proposal of school methodology; 3) Innovation as a management organization proposal and 4) Innovation as a proposal for curricular change. Finally, in the third and final moment, we tried to compare if students with certain indicators for certain HSE, presented what kind of conceptions about innovation. Among the results, we noticed that during the mini-course, the students expressed their HSE, although shyly, since they presented difficulties in speaking of their own characteristics, internalizing their emotions. Regarding the analysis of the interviews, we noticed that the category Consciousness contained more frequency of the presented discourses in relation to the other categories. This leads, therefore, to the understanding that for the interviewees, the development of skills such as responsibility, discipline and organization would be the driver of satisfactory academic performance, within what is required as a technical skill by the curriculum to future graduates. When we refer to the analysis of innovation categories, we notice that the discourses are associated with innovative practices and methodologies, since they were presented more frequently in the Innovation category as a school methodology. When we look for the relations between the categories of HSE and innovation, we understand that the category of consciousness is related to methodological innovations, and the lack of cooperativity tends to be related to the barriers that inhibit innovations. When we think of the analysis by subjects, we understand that the most socially-balanced individuals tend to contribute to all categories of innovation. More cooperative individuals innovate methodically, while those who are not open to new experiences and those who have contributed most in the emotional stability category tend to find barriers to innovation. / O conceito de Habilidades Socioemocionais (HSE) se trata de como o indivíduo consegue refletir sobre suas emoções quando precisa tomar decisões intrapessoais e interpessoais. É, portanto, a capacidade reflexiva de lidar com as emoções e potencializar características ímpares de si nas relações com o outro. No campo educacional, tais habilidades são construídas por uma complexa rede de conhecimentos e comportamentos relacionados ao sucesso ou ao fracasso de um empreendimento, que visa inovar pedagogicamente. Nesse sentido, propomos compreender as relações entre inovação e HSE a partir das falas de alguns graduandos de Ciências Biológicas da Universidade Federal de Sergipe. O trabalho está organizado em duas fases: na primeira, exploratória, foram identificados alguns casos episódicos, observados em um minicurso que tratava da questão das HSE, do qual participaram alguns alunos dessa licenciatura; em um segundo momento, foram realizadas cinco entrevistas semiestruturadas, gravadas, transcritas e analisadas em três momentos. No primeiro, a partir de cinco categorias estabelecidas à priori, equivalentes aos domínios de personalidade, a saber: 1) abertura a novas experiências, 2) Consciência, 3) Extroversão, 4) Cooperatividade e 5) Estabilidade Emocional. No segundo momento, criamos cinco categorias a posteriori: 1) Inovação: oposição entre conservadorismo e aberturas a mudanças; 2) Inovação como proposta de metodologia escolar; 3) Inovação como proposta de organização de gestão e 4) Inovação como proposta de alteração curricular. Por fim, no terceiro e último momento, buscamos comparar se alunos com determinados indicadores para determinadas HSE, apresentavam que tipo de concepções sobre inovação. Dentre os resultados encontrados, percebemos que durante o minicurso, os discentes expressaram suas HSE ainda que timidamente, uma vez que apresentaram dificuldades em falar de características próprias, internalizando suas emoções. No que se refere às análises das entrevistas, percebemos que a categoria Consciência, conteve maior frequência dos discursos apresentados em relação às outras categorias. Isso remete, portanto, à compreensão de que para os entrevistados, o desenvolvimento de habilidades como responsabilidade, disciplina e organização seria o propulsor do desempenho acadêmico (in) satisfatório, dentro do que é requerido como habilidade técnica, pelo currículo, aos futuros licenciandos. Quando nos referimos às análises das categorias de inovação, percebemos que os discursos estão associados a práticas e metodologias inovadoras, uma vez que foram apresentados com maior frequência na categoria Inovação como metodologia escolar. Ao buscarmos as relações entre as categorias de HSE e inovação, compreendemos que a categoria Consciência se relaciona as inovações metodológicas, já a falta de cooperatividade tende a se relacionar com as barreiras que inibem as inovações. Ao pensarmos na análise por sujeitos, compreendemos que os indivíduos mais equilibrados socioemocionalmente tendem a contribuir em todas as categorias de inovação. Os indivíduos mais cooperativos inovam metodologicamente, enquanto os não abertos a novas experiências e os que mais contribuíram na categoria estabilidade emocional, tendem a encontrar barreiras para que as inovações aconteçam.

La gestion des situations difficiles par les enseignants en classe est l'un des grands défis de l'enseignement. Les situations de conflit peuvent mobiliser des émotions fortes chez eux. Par conséquent, ils sont susceptibles de développer des maladies physiques ou mentales (Carlotto, 2010; Lineback, McCarthy et Reiser, 2015). Certains en viennent à abandonner la profession. En raison du manque d’expérience des enseignants débutants, ils sont plus facilement sujets à l’épuisement professionnel, car leurs premières années d’expériences sont marquées par une phase de choc de la réalité, d’insécurité et de surcharges émotionnelles (Huberman, 1989; Pelletier, 2015). Certains chercheurs ont étudié cette situation en quête de solutions pour aider les enseignants à gérer leurs émotions : les compétences socioémotionnelles (Collaborative for academic social and emotional learning, 2003; Yoder, 2014). Néanmoins, la majorité de ces recherches concernent les enseignants en salle de classe (Corcoran et Tormey, 2012; Zinsser, Deham, Curby et Shewark, 2015) et très peu présentent la situation des enseignants d'éducation physique débutants. Cette étude s’est penchée sur les émotions et les compétences socioémotionnelles d’un enseignant d’éducation physique débutant lors de la gestion de classe où il était interpellé par une situation difficile. Dans le cadre de notre recherche, nous avons choisi l'étude de cas. Cette recherche vise à cerner et décrire les émotions et identifier et comprendre les compétences socioémotionnelles mobilisées par le participant. Notre recherche est donc basée sur le paradigme interprétatif, car elle nous incite à comprendre la perspective du participant (Godoy, 1995). Nous avons constaté qu’il est possible d’acquérir ces compétences, malgré le manque de connaissances théoriques de l’enseignant à ce sujet. En fait, le participant a mobilisé toutes les cinq compétences socioémotionnelles à l’aide de cinq différentes ressources, qui sont : des expériences précédentes, des disciplines universitaires, des formations continues, des échanges avec les collègues de profession et, surtout de la psychothérapie personnelle. / The management of difficult situations by teachers in the classroom is one of the greatest challenges in teaching. Conflict situations can mobilize strong emotions for teachers. As a result, they are likely to develop physical or mental illnesses (Carlotto, 2010; Lineback, McCarthy and Reiser, 2015). Some of them may eventually leave the profession. Due to the lack of experience of beginning teachers, they are more easily subject to professional burnout, as their first years of experience are marked by a phase of reality shock, insecurity and emotional overloads (Huberman, 1989; Pelletier, 2015). Some researchers have studied it in search of solutions to help teachers manage their emotions: socioemotional skills (Collaborative for academic social and emotional learning, 2003; Yoder, 2014). However, the majority of this research concerns classroom teachers (Corcoran and Tormey, 2012; Zinsser, Deham, Curby and Shewark, 2015) and very little of this research has focused on beginning teachers in physical education. This study looked at the emotions and socio-emotional skills of a beginning teacher in physical education when managing a classroom in which he was confronted with a difficult situation. For the purposes of our research, we chose the case study. This research aimed to identify and describe the emotions and understand the participant’s mobilized socio-emotional skills. Our research is therefore based on the interpretive paradigm, as it encourages us to understand the participant's perspective (Godoy, 1995). We found that it is possible to acquire these skills, despite the teacher's lack of theoretical knowledge on this subject. In fact, the participant mobilized all five socio-emotional skills using five different resources, which are: previous experiences, academic disciplines, continuing education, exchanges with professional colleagues and, above all, personal psychotherapy.

Digital games are being increasingly implemented in the educational sector to improvevarious skills. Among these the effectiveness of digital game-based learning (DGBL) on the socio-emotional ability of individuals have been investigated with overall positive results. However, a limited number of studies have investigated the effectiveness of DGBL on this ability in children with intellectual disability and no studies have researched whether DGBL could be effective on the socio-emotional skills of children with this form of disability. Thus, the current study aimed at investigating the effectiveness of DGBL on the specific socio-emotional skill of emotion recognition in children with intellectual disability in the educational sector. The following research question was formulated: Does DGBL increase the socio-emotional skill of emotion recognition in children with intellectual disability. To answer this question a quasiexperimental one-group pretest-posttest design was adopted where participants engaged in a DGBL-intervention where they played a game aimed at improving their emotion recognition ability. Participants were selected via purposive sampling and the final sample consisted of N=7. The sample consisted of children with intellectual disability between the age span of six and nine of both male and female gender. The experiment consisted of three parts: a pretest where data in terms of the socio-emotional skill of emotion recognition was collected, the actual intervention where the participants engaged inplaying a digital game, and lastly, a posttest where the skill of emotion recognition was measured again. The data was subsequently analyzed via a paired sample t-test. The results of the study showed that DGBL did not significantly increase the socio-emotional skill of emotion recognition in children with intellectual disability. This result in part contradicts earlier research on DGBL and intellectual disability as well as DGBL andsocio-emotional skill where significant effects have been identified. However, since no previous research has investigated whether DGBL could be effective in increasing the socio-emotional skill of children with intellectual disability, future research is needed to confirm or reject the present results. In summary, the current research has extended on current knowledge and provided important implications for the field of special education.