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Programas de intervenção para a promoção de habilidades sociais usadas em contextos profissionais: uma revisão de literatura
(Universidade Federal de São Carlos, 2025-10-22) Castro, Valentina Joana Rocha; Barham, Elizabeth Joan; https://lattes.cnpq.br/9868595523538592; https://orcid.org/0000-0002-7270-4918; https://lattes.cnpq.br/5219176746891514
Social skills are essential for the quality of interpersonal interactions and professional performance. Although there are studies about the effects of social skills intervention programs in clinical and educational contexts, an analysis of the results of different workplace intervention programs, in Brazil, has not been conducted.. Therefore, the objective of this study was to identify and analyze studies describing social skills training programs conducfed in Brasil, considering their effects on social behavior and the quality of workplace relationships. Searches were conducted in the SciELO, CAPES Periódicos, and the Biblioteca Digital de Teses e Dissertações databases, including empirical studies with qualitative or quasi-experimental designs that were published between 2017 and 2023. Data were extracted and organized into tables covering study design, participants, objectives, intervention strategies, evaluation procedures, and outcomes. A total of 11 studies were included, most of which used qualitative designs and had predominantly female participants aged between 30 and 50 years. The strategies used in the intervention programs included dramatizations, group dynamics, practical tasks, and online courses. Reported outcomes included improvements in empathy, assertiveness, leadership, and communication, with some studies presenting large effect sizes (e.g., d = 1.21 for leadership). In conclusion, the programs had theoretical consistency and positive effects on workers’ socioemotional development. However, controlled randomized studies are needed, with larger samples that are more representative of the Brazilian population of workers, using instruments that have satisfactory evidence of reliability and validity, and follow-up studies, to establish more robust evidence concerning the efficacy and the contributions of social skills training programs for paid workers.
Problematizando as tempestades solares: uma sequência para ensinar sobre raios cósmicos
(Universidade Federal de São Carlos, 2025-10-22) Fragozo, Valmir Galvão; Sales, Nilva Lúcia Lombardi; https://lattes.cnpq.br/6092092558776882; https://orcid.org/0000-0002-8235-2741; https://lattes.cnpq.br/3791710651548610; https://orcid.org/0009-0007-1676-2463; Silva, Adriana de Oliveira Delgado; Magoga, Thiago Flores; https://lattes.cnpq.br/2707979913713089; https://lattes.cnpq.br/2491174455520382; https://orcid.org/0000-0002-6545-8480; https://orcid.org/0000-0002-1532-1355
This work presents the development and implementation of a Didactic Sequence (DS) aimed at teaching Modern and Contemporary Physics in High School, with emphasis on the topic of Cosmic Rays. The teaching–learning process was structured using the pedagogical framework of the Three Pedagogical Moments (3PM), emphasizing features such as dialogicity and problematization in the design of activities. The sequence begins with the problematization of solar storms as a starting point to contextualize concepts of particle physics and to introduce the term "Cosmic Rays" into the students' context. As an educational product of this research, a DS and its associated activities were developed, including questionnaires, essay proposals, study guides, a Kahoot activity, and a word search. During the design and implementation, it was necessary to make adaptations to the traditional 3PM structure to better align the methodology with the selected concepts and the characteristics of the target audience. The DS was applied in a private school with 12th-grade (senior) high school classes, involving dialogic activities such as model construction, essay writing, and analysis of scientific phenomena, fostering active student participation. Based on the analysis of field notes and the applied activities, student engagement was evident. The adaptations allowed for greater fluidity in lesson development and contributed to active participation, fostering connections between the studied phenomena and students' daily lives, as well as facilitating the understanding of abstract concepts in Modern Physics. Thus, the DS proved to be an alternative to the traditional transmissive teaching of Physics, with potential for selective application of some of the developed activities.