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O presente estudo, que integra o projeto Media Activity and Mental Health, teve como principal objetivo explorar a perceção dos instrutores relativamente ao papel das competências socioemocionais (CSE), desenvolvidas nas atividades extracurriculares (AEC), para uma utilização mais positiva dos meios de comunicação eletrónicos (MCE). Foi utilizado um Questionário Sociodemográfico e de Caraterização das Atividades Extracurriculares dinamizadas pelos Instrutores e um Guião de entrevista Focus Group. Participaram no focus group seis instrutores de jovens do 3º Ciclo do Ensino Básico, que dinamizavam as seguintes AEC: catequese, escutismo, dança, futebol e basquetebol. Os principais resultados sugeriram que: os instrutores não associaram as CSE desenvolvidas nas AEC a uma utilização mais positiva dos MCE; os instrutores consideraram que a utilização dos MCE contribui positivamente para a prática das AEC e que estas últimas, por sua vez, ajudam a evitar o uso dos MCE. Estes resultados reforçam a pertinência do presente estudo, bem como a necessidade de uma maior literacia dos instrutores, no sentido de compreender que as CSE desenvolvidas nas AEC poderão ser canalizadas para uma melhor utilização dos MCE.
The present study, which is part of Media Activity and Mental Health project, is aimed at exploring the perception of instructors regarding the role of socio-emotional skills (SES), developed in extracurricular activities (ECA), for a more positive use of electronic media (EM). A Sociodemographic and Characterization Questionnaire of Extracurricular Activities promoted by the Instructors and a Focus Group Interview Guide were used. Six instructors of young people of the 3rd Cycle of Basic Education participated in the focus group, that streamlined the following ECA: catechesis, scouting, dance, soccer and basketball. The main results suggested that: the instructors did not associate the SES developed in the ECA with a more positive use of EM; the instructors considered that the use of EM contributes positively to the practice of ECA and that the latter, in turn, help to avoid the use of EM. These results reinforce the relevance of the present study, as well as the need for a greater literacy of instructors, in order to understand that the SES developed in the ECA can be channeled to a better use of the EM.
The present study, which is part of Media Activity and Mental Health project, is aimed at exploring the perception of instructors regarding the role of socio-emotional skills (SES), developed in extracurricular activities (ECA), for a more positive use of electronic media (EM). A Sociodemographic and Characterization Questionnaire of Extracurricular Activities promoted by the Instructors and a Focus Group Interview Guide were used. Six instructors of young people of the 3rd Cycle of Basic Education participated in the focus group, that streamlined the following ECA: catechesis, scouting, dance, soccer and basketball. The main results suggested that: the instructors did not associate the SES developed in the ECA with a more positive use of EM; the instructors considered that the use of EM contributes positively to the practice of ECA and that the latter, in turn, help to avoid the use of EM. These results reinforce the relevance of the present study, as well as the need for a greater literacy of instructors, in order to understand that the SES developed in the ECA can be channeled to a better use of the EM.
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Palavras-chave
Atividades extracurriculares Meios de comunicação eletrónicos Competências socioemocionais Instrutores Extracurricular activities Eletronic media Social-emocional skills Instructors