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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2021.tde-28062021-123023
Document
Author
Full name
Patrick Marinho Duarte
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2021
Supervisor
Committee
Araújo, Ulisses Ferreira de (President)
Caetano, Luciana Maria
Marsiglia, Denys Munhoz
Title in Portuguese
As competências e habilidades socioemocionais necessárias aos professores do século XXI: um estudo à luz da ética, da excelência e do engajamento
Keywords in Portuguese
Bom trabalho
Competências
Habilidades socioemocionais
Abstract in Portuguese
A presente dissertação busca compreender o quais são as competências e habilidades socioemocionais necessárias aos professores do século XXI. Buscando associar os princípios da Ética, da Excelência e do Engajamento (GARDNER et al. 2010) também conhecido como os 3 E s, esse estudo propõe um modelo de Bom professor considerando além desses princípios, as habilidades socioemocionais do século XXI conhecidas como 4 Cs Criatividade, Resolução de Problemas, Pensamento Crítico e Trabalho em Grupo (colaboração) (P21, 2009) que seriam identificados em fatores pessoais, do campo, sendo influenciado pelo cenário de cultura e sociedade e, portanto, em diálogo contínuo com a sociedade. Nesse contexto, a presente dissertação assume o Método de procedimento histórico (LAKATOS e MARCONI, 2003) para buscar por meio de pesquisa bibliográfica, elaborar um referencial teórico que possa definir competência, habilidade bem como as diversas nomenclaturas que frequentemente vêm sendo utilizadas a partir do século XXI. Posto isto, visando contextualizar a nossa discussão no mundo real, apresentaremos o que viria a ser um Bom trabalho partindo da experiência prática desenvolvida pelos pesquisadores Horward Gardner, William Damon e Mihaly Csikszentmihalyi no The Good Project, sendo por nós apresentado o The Good Work, uma das linhas de pesquisa do Project Zero da Universidade de Harvard. Por meio das contribuições teóricas de Csikszentmihalyi (1988; 1999), Araújo (2005), Aristóteles (2009), Damon (2009), Gardner et al. (2004;2009;2010), Rathman (2010), Bronk (2010) e Gardner (2011), demonstramos os elementos de um Bom trabalho bem como elaboramos um modelo gráfico com os principais elementos esperados em um Bom professor. Os resultados dessa pesquisa puderam elucidar os conceitos e definições de competências e habilidades bem como estabeleceram marcos teóricos a respeito do uso de nomenclaturas como habilidades socioemocionais, habilidades não cognitivas, habilidades do século XXI, habilidades para a vida e soft skills. A partir das evidências científicas encontradas nesta etapa, também pudemos sugerir quais seriam as competências e habilidades socioemocionais necessárias aos professores do século XXI que em conjunto com os 3 E s, podem contribuir com a construção do que viria a ser um Bom professor preparado para enfrentar a complexidade e as mudanças propostas com o advento do século XXI.
Title in English
The socio-emotional competences and skills needed by 21st century teachers: a study in the light of ethics, excellence and engagement
Keywords in English
Competence
Good work
Socio-emotional skills
Abstract in English
This master's dissertation seeks to understand what are the socio-emotional competences and skills needed by 21st century teachers. Seeking to associate the principles of Ethics, Excellence and Engagement (GARDNER et al. 2010) - also known as the 3 E s, this study proposes a Good Teacher model considering in addition to these principles, the socioemotional skills of the 21st century known as The 4 C's - Creativity, Problem Solving, Critical Thinking and Group Work - (collaboration) (P21, 2009) that would be identified in personal factors, from the field, being influenced by the culture and society scenario and, therefore, in continuous dialogue with the society. In this context, the present dissertation assumes the Method of historical procedure (LAKATOS and MARCONI, 2003) to search by means of bibliographic research, to elaborate a theoretical referential that can define competence, ability as well as the several nomenclatures that are frequently used since the beginning. XXI century. That said, aiming to contextualize our discussion in the real world, we will present what would become a Good Work based on the practical experience developed by researchers Horward Gardner, William Damon and Mihaly Csikszentmihalyi in The Good Project, being presented by us The Good Work, one of the research lines of Project Zero from Harvard University. Through the theoretical contributions of Csikszentmihalyi (1988; 1999), Araújo (2005), Aristotle (2009), Damon (2009), Gardner et al. (2004; 2009; 2010), Rathman (2010), Bronk (2010) and Gardner (2011), we demonstrate the elements of a Good job as well as we elaborate a graphic model with the main elements expected in a Good teacher. The results of this research were able to elucidate the concepts and definitions of competences and skills as well as establish theoretical frameworks regarding the use of nomenclatures such as socio- emotional skills, non-cognitive skills, 21st century skills, life skills and soft skills. From the scientific evidence found in this stage, we were also able to suggest what are the socio-emotional competences and skills needed by 21st century teachers who, together with the 3 E's, can contribute to the construction of what would become a Good Teacher prepared for face the complexity and changes proposed with the advent of the 21st century.
 
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Publishing Date
2021-06-28
 
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