FORMAÇÃO DOCENTE E HABILIDADES SOCIAIS: CONTRIBUIÇÕES PARA A FORMAÇÃO INTEGRAL DE ESTUDANTES UNIVERSITÁRIOS
DOI:
https://doi.org/10.25746/ruiips.v5.i3.14528Keywords:
habilidades sociais, formação docente, licenciatura, social skills, teacher training, licentiate (undergraduate course).Abstract
RESUMO
Este estudo investigou a formação docente do curso de licenciatura em Letras/Espanhol do Instituto Federal de Brasília (IFB) em relação às habilidades sociais (HS) inerentes à atuação do professor. O público-alvo foi composto por amostra de estudantes do referido curso que ingressaram no ensino superior pelo SiSU. A pesquisa utilizou entrevistas semiestruturadas; aplicação do Inventário de Habilidades Sociais (IHS-Del-Prette); e análise documental do Projeto Pedagógico do Curso (PPC). Os resultados indicaram uma necessidade de desenvolvimento de HS, especialmente, as habilidades assertivas, de expressão do afeto positivo e de comunicação com o público desconhecido; percepções sobre o trabalho docente que englobam habilidades técnicas, comunicativas, empáticas, tecnológicas, relacionais; proposta de PPC direcionada ao desenvolvimento de habilidades e competências sem explicitar as HS. Foram propostas intervenções em educação social considerando o papel social do professor e a formação integral, com articulação para participação dos futuros docentes em espaços comunitários.
ABSTRACT
This article investigated the teacher training of the licentiate course in Letters/Spanish of the Federal Institute of Brasília (IFB) in relation to the social skills (SS) inherent to the teacher's performance. The target-public consisted of a sample of students from that course enrolled in higher education by SiSU. The qualitative research used semi-structured interviews; application of the Social Skills Inventory (IHS-Del-Prette); and documentary analysis of the Pedagogical Project of the Course (PPC). The results indicated the need for SS development, especially the assertive skills, expressing positive affect and communicating with the unknown public; perceptions about teaching work that include technical, communicative, empathic, technological, relational skills; proposal of PPC directed to the development of skills and competences without explicitly the SS. Interventions in social education were proposed considering the social role of the teacher and the integral formation, with articulation for the participation of the future teachers in communitarian spaces.
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