L’empatia i l’ensenyament-aprenentatge de les Ciències Socials a l’Educació Primària a Catalunya. Un estudi de cas

Content Provider	Semantic Scholar
Author	Munté, Montserrat Yuste
Copyright Year	2017
Abstract	L’empatia es un indicador de pensament social i critic, i una de les capacitats que no sols condicionara la representacio i comprensio social de l’alumnat sino que tambe facilitara el seu desenvolupament en el mon. L’empatia es tambe una de les demandes educatives actuals mes significatives i necessaries, ja que una educacio que inclogui el seu desenvolupament ens permetra caminar cap a un mon mes just i sostenible. Tot i que l’empatia es indispensable en qualsevol de les arees curriculars existents, es en l’ensenyament i l’aprenentatge de les ciencies socials on se li ha de donar mes protagonisme. El fet de poder posar-se en la pell dels altres facilitara a l’alumnat la compressio del seu passat i del seu present, aixi com la seva capacitat per participar en una societat democratica i plural. Tot i aixo, es escassa la recerca desenvolupada dins d’aquest ambit, i la majoria d’ella s’ha centrat quasi exclusivament en la disciplina de la historia i majoritariament a l’etapa d’educacio secundaria. Amb la present tesi ens proposem indagar en la incidencia de l’empatia pel que fa al proces d’ensenyament i aprenentatge de les ciencies socials a l’etapa d’educacio primaria. Mes concretament, que succeeix a les aules pel que fa al seu desenvolupament i com es forma l’empatia i el pensament social i critic dels alumnes de primaria mentre aprenen ciencies socials. Aquesta indagacio ens ha dut a identificar els tipus d’empatia existents, especialment els mes estretament relacionats amb l’ensenyament i l’aprenentatge de les ciencies socials, que son l’empatia social i la historica; tambe les caracteristiques dels seus protagonistes, que son l’alumnat i el professorat; les estrategies que la fomenten i les que l’obstaculitzen; com es valora l’empatia i, finalment, algunes de les recerques que s’han desenvolupat en relacio amb la tematica. Es tracta doncs d’una recerca situada dins del camp de la investigacio educativa, que s’emmarca en el camp de la Didactica de les ciencies socials, basada en un estudi de cas i que te com a protagonistes els mestres i els alumnes de cicle superior de primaria –un total de 148 alumnes i 10 mestres durant la fase diagnostica, i 27 alumnes i una mestra durant la fase d’experimentacio. Per a l’analisi de les dades hem aplicat una metodologia mixta, amb predomini de la metodologia qualitativa per sobre la quantitativa. I on ens hem servit dels seguents instruments d’indagacio: l’observacio participant, el questionari, l’entrevista i diverses activitats d’aula. Les dades recollides i analitzades ens indiquen que l’alumnat mostra uns nivells mes alts d’empatia cognitiva i social i mes baixos d’empatia emocional i comunicativa, sent la historica aquella en la que mes dificultats mostren. Pel que fa al professorat, tot i que aquest valora positivament el treball de l’empatia a l’aula, la treballa de manera indirecta i no explicita. Quan analitzem com es forma el pensament social i critic i l’empatia de l’alumnat, veiem com el treball a partir de problemes socials rellevants i estrategies de caire interactiu faciliten el seu desenvolupament, especialment quan els problemes son identificats pel propi alumant i quan aquest es el protagonista del seu aprenentatge. Es important, pero, que aquest treball es dugui a terme de manera directa i explicita, amb el clar objectiu de promoure aquesta capacitat. Tambe veiem com l’augment de la capacitat empatica de l’alumnat incideix en l’assoliment de certes habilitats relacionades amb la competencia social i ciutadana. Pel que fa al professorat, s’identifiquen certes qualitats que poden ajudar al desenvolupament empatic del seu alumnat com, per exemple, el fet de ser ell mateix empatic i utilitzar estrategies que fomentin aquesta capacitat. Empathy is an indicator of social and critical thinking, and a capacity that not only conditions the social representation and understanding of the students but which also facilitates their development in the world. Besides, empathy is currently one of the most significant and necessary educational demands, especially considering that an education that includes the development of empathy will allow us to advance towards a more just and sustainable world. Although empathy is essential in any of the existing areas of the educational curriculum, it is within the teaching and learning of social sciences where it should be given more prominence. Being able to adopt the perspectives of others will enable students to better understand their past and their present, as well as to participate in a democratic and plural society. However, little research has been conducted on this area so far. Most of the research has focused on the discipline of history and mainly, on secondary education. In this doctoral dissertation we propose to investigate the impact of empathy on the teaching and learning of social sciences in primary education. More specifically, we focus on what happens in the classrooms regarding its development and how both empathy and critical thinking of students of primary education are formed while learning social sciences. This investigation has led us to identify the existing types of empathy, especially those most closely related to the teaching and learning of social sciences, which are the social and historical empathy. We have also identified the characteristics of the main protagonists -students and teachers-, as well as the strategies that teachers use in order to promote empathy and the barriers that hinder it. We have further studied how empathy is assessed, and finally, some of the investigations that have been developed related to the topic. Framed within the educational research field, and specifically within the field of Social Science Education, this dissertation is based on a case study whose protagonists are teachers and students of the upper stage of primary education (a total of 148 students and 10 teachers participated during the diagnostic phase, and 27 students and 1 teacher participated during the experimental phase of the research). For the data analysis we used mixed methods, with a predominance of qualitative over quantitative methods. The following techniques were used during the research: participant observation, questionnaire, interview and various classroom activities. The data collected and analyzed indicates that students show higher levels of cognitive and social empathy, and lower levels of emotional and communicative empathy, being the historical the type of empathy in which students present more difficulties. As for the teachers, although they evaluate the promotion of empathy in the classroom positively, they work on empathy in an indirect and non-explicit way. When we analyze how students form their social and critical thinking and empathy, we observe how working through relevant social problems and using interactive strategies enable the development of these capacities, especially when the problems are identified by the own students and when students are the protagonists of their own learning. However, it is important that the work is carried out in a direct and explicit way, with the goal of promoting these capacities. We have also observed how the increase of empathic ability of the students affects the achievement of certain skills related to their social and civic competences. Regarding the findings related to teachers, we have identified some of their qualities that can help develop the empathy of their students as the fact of he/she being an empathetic person and using strategies that foster this capacity.
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Language	English
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Content Type	Text
Resource Type	Article