Realidad virtual para evaluar la competencia en gestión del aula: estudio sobre afrontamiento de conflictos
DOI:
https://doi.org/10.5944/ried.28.1.41472Palavras-chave:
formação de professores pré-serviço, gestão da sala de aula, ambiente de sala de aula, realidade virtual, educação secundáriaResumo
Este estudo destaca a relevância de usar cenários realistas para avaliar a Competência em Gestão de Sala de Aula (CGA), tradicionalmente avaliada por meio de questionários. A CGA de futuros professores do ensino médio é examinada usando o Didascalia Virtual Classroom, uma plataforma que promove o aprendizado dessa competência por meio de simulações em realidade virtual. No âmbito do mestrado em formação de professores, 39 futuros professores de oito disciplinas participaram de uma experiência projetada para avaliar a utilidade desta ferramenta. Foram projetados três cenários simulados que representavam diferentes comportamentos disruptivos: perturbações na relação professor-aluno, entre colegas de classe e durante o trabalho em grupo. Os dados foram coletados por meio de vídeos das performances dos participantes. Foi realizada uma análise de conteúdo temático utilizando cinco categorias baseadas nos estilos de gestão de conflitos de Thomas e Kilmann (2008): cooperação, compromisso, complacência, evitação e dominação. Os resultados mostraram que os participantes tendiam a implementar estratégias mais assertivas e reativas, como a dominação e o compromisso. A análise revelou dois perfis distintos na gestão da sala de aula: um assertivo mas não cooperativo e outro com baixa assertividade e cooperação moderada. Foram evidenciadas diferenças na implementação de estratégias nos três cenários comunicativos simulados. Esta descoberta sugere que os futuros professores devem desenvolver flexibilidade em suas habilidades de gestão de sala de aula, adaptando suas estratégias a diferentes contextos e tipos de comportamento disruptivo. A plataforma Didascalia Virtual Classroom provou ser eficaz para avaliar a CGA.
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