Educación en valores y las habilidades socioemocionales en estudiantes brasileños de secundaria: un análisis descriptivo

Joel David    Albarrán-Molina

doi:10.47606/ACVEN/PH0504

Authors

Joel David Albarrán-Molina Universidad Pedagógica Experimental Libertador (UPEL)- Venezuela https://orcid.org/0009-0000-3536-825X

DOI:

https://doi.org/10.47606/ACVEN/PH0504

Keywords:

values education, socio-emotional skills, secondary school students, secondary education, descriptive analysis

Abstract

The present study aimed to describe the values education practices reported by teachers and the manifestations of socio-emotional skills among third-year high school students at the Adventist School of Maceió, Brazil. The research was framed within the positivist paradigm, using a quantitative approach, a descriptive scope, and a non-experimental cross-sectional design. The census sample consisted of 20 teachers and 74 students. Data were collected through two Likert-type questionnaires validated by expert judgment, with reliability coefficients of 0.90 for the values education instrument and 0.92 for the socio-emotional skills instrument, as measured by Cronbach’s alpha. The results showed that teaching strategies related to values education were predominantly applied in the “Sometimes” category, with an average of 46%. Likewise, the dimensions associated with moral development reached 47% in the same category. Regarding socio-emotional skills, 47% of the responses were concentrated in the “Sometimes” category, while effective communication showed the greatest weakness, with 43% in the “Never” category. The findings highlight the need to strengthen both values education and socio-emotional skills within the institutional context studied.

Downloads

Download data is not yet available.

References

Arias, F. (2016). El proyecto de investigación: Introducción a la metodología científica (7.ª ed.). Episteme.

Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? https://casel.org/casel-sel-framework-11-2020/

Goleman, D., & Cherniss, C. (2024). Óptimo: Rendimiento, empatía e inteligencia emocional. Kairós.

González Peña, M. V., & Soares, L. (2022). Formación de educadores de jóvenes y adultos en Brasil: Análisis y perspectivas desde los seminarios nacionales. Educar em Revista, 38, e82104. https://doi.org/10.1590/0104-4060.82104 DOI: https://doi.org/10.1590/0104-4060.82104

Gullo Rodríguez, S. (2023). Desarrollo de las habilidades sociales en niños y niñas de la comunidad Pampa Blanca, Pampas–Tayacaja–Huancavelica. Prohominum, 5(4), 95–110. https://doi.org/10.47606/ACVEN/PH0210 DOI: https://doi.org/10.47606/ACVEN/PH0210

Kohlberg, L. (1992). Psicología del desarrollo moral. Desclée de Brouwer.

López, J. R. (2020). Valores en la cultura de paz: Camino para la prevención de la violencia escolar. Prohominum, 2(4), 30–50. https://doi.org/10.47606/ACVEN/PH0017 DOI: https://doi.org/10.47606/ACVEN/PH0017

Marina, J. A. (2009). El aprendizaje de la sabiduría: Aprender a vivir / Aprender a convivir. Ariel.

Ministério da Educação. (2018). Base nacional comum curricular. Secretaria de Educação Básica. https://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf

Milicic, N., Alcalay, L., Berger, C., & Torretti, A. (2020). Aprendizaje socioemocional. Editorial Planeta.

Ochoa Berrio, D. del R., & Frausto Rojas, M. (2024). Programa para el favorecimiento de habilidades sociales a estudiantes de la Universidad Metropolitana de Barranquilla, Colombia. Prohominum, 6(4), 134–141. https://doi.org/10.47606/ACVEN/PH0291 DOI: https://doi.org/10.47606/ACVEN/PH0291

Organización de las Naciones Unidas. (2015). Transformar nuestro mundo: La Agenda 2030 para el Desarrollo Sostenible (Resolución 70/1). https://documents.un.org/doc/undoc/gen/n15/291/89/pdf/n1529189.pdf

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2021). Reimaginar juntos nuestros futuros: Un nuevo contrato social para la educación. https://unesdoc.unesco.org/ark:/48223/pf0000379381_spa

Organización para la Cooperación y el Desarrollo Económicos. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing. https://doi.org/10.1787/92a11084-en DOI: https://doi.org/10.1787/92a11084-en

Palella, S., & Martins, F. (2017). Metodología de la investigación cuantitativa. (4.ª ed.). FEDUPEL.

Pérez Norambuena, S., Moreno Doña, A., Trigueros Cervantes, C., & Rivera García, E. (2023). La educación en valores en la formación de profesores de educación física: ¿Un asunto pendiente? Movimento, 29, e29044. https://doi.org/10.22456/1982-8918.127584 DOI: https://doi.org/10.22456/1982-8918.127584

Rest, J. (1986). Moral development: Advances in research and theory. Praeger Publishers