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Advisor(s)
Abstract(s)
Nunca se falou tanto impactos socioemocionais como nos últimos anos, com o advento causado pela pandemia da Covid 19, o que robusteceu o interesse em descobrir que conhecimento que os professores brasileiros, de Educação Especial e Educação Regular, possuem sobre as Funções Executivas, em concreto, os domínios frio (cognitivos) e quente (aspectos socioemocionais) na aprendizagem. Para isso, foi proposto um questionário (para cada domínio) com 44 perguntas ao todo. A amostra foi composta de 25 professores que atuam na educação regular da rede pública e privada, com alunos típicos e atípicos. Os resultados foram analisados numa abordagem quantitativa com a finalidade de elaborar uma análise descritiva dos questionários, que evidenciou a acreditação dos professores em relação das FE fria e quente em contexto.
Social and emotional impacts have never been talked about as much as in recent years, with the advent of the Covid 19 pandemic, which strengthened the interest in discovering what knowledge Brazilian Special Education and Regular Education teachers have about Executive Functions, specifically about the domains cold (cognitive) and hot (socio-emotional aspects) in learning. For this, a questionnaire (for each domain) with 44 questions in all was proposed. The sample consisted of 25 teachers who work in regular education in public and private schools, with typical and atypical students. The results were analyzed using a quantitative approach in order to elaborate a descriptive analysis of the questionnaires, which evidenced the teachers' accreditation in relation to the cold and hot EF in context.
Social and emotional impacts have never been talked about as much as in recent years, with the advent of the Covid 19 pandemic, which strengthened the interest in discovering what knowledge Brazilian Special Education and Regular Education teachers have about Executive Functions, specifically about the domains cold (cognitive) and hot (socio-emotional aspects) in learning. For this, a questionnaire (for each domain) with 44 questions in all was proposed. The sample consisted of 25 teachers who work in regular education in public and private schools, with typical and atypical students. The results were analyzed using a quantitative approach in order to elaborate a descriptive analysis of the questionnaires, which evidenced the teachers' accreditation in relation to the cold and hot EF in context.
Description
Keywords
Função executiva FE quente FE fria Educação Alunos Executive function Hot FE Cold FE Education Students
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação