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Desenvolvimento da empatia por meio do e-learning
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Orientador(es)
Resumo(s)
O presente estudo nasceu de um desejo pessoal de colaborar para a disseminação de uma
cultura mais empática no mundo, necessidade urgente para a melhoria das relações pessoais e
para a humanidade como um todo. Em um mundo tendendo à fragmentação e ao egoísmo, o
desenvolvimento da empatia possui alta relevância. Por outro lado, o avanço da utilização da
tecnologia no processo de ensino-aprendizagem é notável, trazendo novas possibilidades e
um alcance sensivelmente maior do que o ensino presencial. Frente a essas realidades, surgiu
a questão central da investigação: É possível ensinar competências empáticas para adultos via
tecnologias digitais e a distância?
A fim de responder essa pergunta, foi realizada ampla revisão da literatura sobre o conceito
de empatia, as metodologias utilizadas no ensino dessa competência e as escalas para medila.
Essa revisão serviu de base, em primeiro lugar, para a seleção, validação e adaptação de
uma escala para medição do nível de empatia no Brasil. Em um segundo momento, embasou
também a construção de um modelo conceitual para ensino de empatia, o PAPA, e os
planejamento de aula para o treinamento de empatia, realizado presencialmente (grupo de
controlo) e a distância (grupo de teste).
Após a realização da pesquisa de campo em instituição de ensino superior, pode-se concluir
que houve aumento no nível de empatia tanto no grupo de controlo quanto no grupo de teste,
sendo esse aumento concentrado na compreensão emocional nos dois grupos e também na
adoção de perspectiva no grupo de teste. Verificou-se também que não houve diferença
significativa no nível de aprendizagem entre as duas modalidades, levando à conclusão de
que é possível ensinar empatia, tipicamente a cognitiva, para adultos, utilizando tecnologias
digitais.
The present study was born out of a personal desire to collaborate in the dissemination of a more empathic culture in the world, an urgent need for the improvement of personal relationships and for humanity as a whole. In a world prone to fragmentation and selfishness, the development of empathy is highly relevant. On the other hand, the progress of the use of technology in the teaching-learning process is remarkable, bringing new possibilities and a significantly greater scope than face-to-face teaching. Faced with these realities, the central question of research has arisen: Is it possible to teach empathic skills for adults via digital technologies and at a distance? In order to answer this question, a broad literature review was carried out on the concept of empathy, the methodologies used to teach this competence, and the scales to measure it. This review was the basis, firstly, for the selection, validation and adaptation of a scale for measuring the level of empathy in Brazil. In a second moment, it was also based on the construction of a conceptual model for empathy teaching (PAPA) and the classroom planning for empathy training, conducted in person (control group) and distance (test group). After conducting field research in a higher education institution, it can be concluded that there was an increase in the level of empathy in both the control group and the test group, with this increase concentrated in the emotional comprehension in both groups and also in the perspective adoption in the test group. It was also verified that there was no significant difference in the level of learning between the two modalities, leading to the conclusion that it is possible to teach empathy, typically cognitive, to adults, using digital technologies.
The present study was born out of a personal desire to collaborate in the dissemination of a more empathic culture in the world, an urgent need for the improvement of personal relationships and for humanity as a whole. In a world prone to fragmentation and selfishness, the development of empathy is highly relevant. On the other hand, the progress of the use of technology in the teaching-learning process is remarkable, bringing new possibilities and a significantly greater scope than face-to-face teaching. Faced with these realities, the central question of research has arisen: Is it possible to teach empathic skills for adults via digital technologies and at a distance? In order to answer this question, a broad literature review was carried out on the concept of empathy, the methodologies used to teach this competence, and the scales to measure it. This review was the basis, firstly, for the selection, validation and adaptation of a scale for measuring the level of empathy in Brazil. In a second moment, it was also based on the construction of a conceptual model for empathy teaching (PAPA) and the classroom planning for empathy training, conducted in person (control group) and distance (test group). After conducting field research in a higher education institution, it can be concluded that there was an increase in the level of empathy in both the control group and the test group, with this increase concentrated in the emotional comprehension in both groups and also in the perspective adoption in the test group. It was also verified that there was no significant difference in the level of learning between the two modalities, leading to the conclusion that it is possible to teach empathy, typically cognitive, to adults, using digital technologies.
Descrição
Dissertação de mestrado, Educação (Área de especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Comportamento Empatia Relações pessoais Teses de mestrado - 2019