Gênero e desenvolvimento socioemocional em crianças: Implicações para a Agenda 2030
DOI:
https://doi.org/10.5281/zenodo.16762463Palavras-chave:
Aprendizagem socioemocional, Desenvolvimento afetivo, Competências para a vida, Objetivos de desenvolvimento sustentável, autocontrole da raivaResumo
As metas dos objetivos sustentáveis da agenda 2030 são traduzidas em ações a serem desenvolvidas em pesquisa, portanto, o objetivo do estudo é analisar se existem diferenças estatisticamente significativas nas crianças da educação básica baseadas na raiva, tristeza e preocupação como parte das habilidades socioemocionais. A pesquisa quantitativa com delineamento transversal utilizou uma amostra não probabilística de 381 alunos, sendo 194 meninas e 187 meninos, com faixa etária de 9 a 13 anos, ( = 10,38, σ = 1,124) matriculados em cinco escolas de educação básica do Estado do México. Para medir as variáveis do estudo, foram utilizados três instrumentos (α= .80). Foi realizada uma análise das porcentagens, bem como do contraste de médias entre meninos e meninas, por meio da estatística t de student, identificando que não existem diferenças estatisticamente significativas de acordo com o sexo. Este estudo fornece evidências de uma mudança positiva na percepção dos papéis de gênero. A redução dos estereótipos associados à gestão das emoções, especialmente na educação infantil, representa um avanço rumo à igualdade de gênero no que diz respeito aos objetivos estabelecidos nos Objetivos de Desenvolvimento Sustentável, especialmente no terceiro, quarto e quinto objetivos.
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