O papel da educação na reabilitação de crianças com experiências pós-traumáticas do período da guerra

Xin Zhao; Iryna Dorozhko; Olha Vyshnyk; Olha Kanarova; Svitlana Lutsiv

doi:10.22633/rpge.v30iesp2.21376

Autores

Xin Zhao Xinyang Normal University https://orcid.org/0000-0003-2045-319X
Iryna Dorozhko H.S. Skovoroda Kharkiv National Pedagogical University https://orcid.org/0000-0001-9339-7737
Olha Vyshnyk Oleksandr Dovzhenko Hlukhiv National Pedagogical University https://orcid.org/0000-0003-4030-4482
Olha Kanarova Bogdan Khmelnitsky Melitopol State Pedagogical University https://orcid.org/0000-0001-6876-6326
Svitlana Lutsiv Drohobych Ivan Franko State Pedagogical University https://orcid.org/0000-0003-3219-7779

DOI:

https://doi.org/10.22633/rpge.v30iesp2.21376

Palavras-chave:

Reabilitação educativa, Pedagogia sensível ao trauma, Síndrome de stress pós-traumático (SSPT), CRIES-13, Escola com ambiente seguro

Resumo

A guerra em grande escala na Ucrânia causou um trauma sem precedentes nas crianças, o que torna a procura de recursos de recuperação escaláveis uma questão urgente. O objetivo do estudo é fundamentar teoricamente e confirmar empiricamente o potencial de reabilitação do ambiente educativo como componente do apoio psicossocial a crianças com trauma de guerra. A metodologia combina uma revisão sistemática da literatura e uma experiência psicológica e pedagógica (n = 30; escala CRIES-13). Uma diminuição estatisticamente significativa na pontuação total de 38,7 para 29,2 (Δ = –9,5; p < 0,001) confirmou a eficácia do programa: a proporção de crianças com PTSD clínico diminuiu de 80% para 43%, e 37% dos participantes saíram do grupo de risco. Ficou comprovado que um ambiente educativo sensível ao trauma é um fator eficaz na redução dos sintomas pós-traumáticos. Os resultados justificam a necessidade de ampliar as práticas educativas sensíveis ao trauma como uma prioridade da política estatal no contexto da guerra na Ucrânia e da recuperação pós-guerra.

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Biografia do Autor

Xin Zhao, Xinyang Normal University

Universidade Normal de Xinyang, Xinyang – China. Doutora, Professora da Faculdade de Ciências da Educação.

Iryna Dorozhko, H.S. Skovoroda Kharkiv National Pedagogical University

Universidade Pedagógica Nacional H.S. Skovoroda de Kharkiv, Kharkiv – Ucrânia. Doutora em Ciências, Professora, Chefe do Departamento de Antropologia Psicológica e Pedagógica da Faculdade de Educação Pré-escolar.

Olha Vyshnyk, Oleksandr Dovzhenko Hlukhiv National Pedagogical University

Universidade Pedagógica Nacional Oleksandr Dovzhenko de Hlukhiv, Hlukhiv – Ucrânia. Doutora em Ciências Pedagógicas, Professora Associada do Instituto Educacional e Científico de Pedagogia e Psicologia, Departamento de Pedagogia e Psicologia do Ensino Fundamental.

Olha Kanarova, Bogdan Khmelnitsky Melitopol State Pedagogical University

Universidade Pedagógica Estadual Bogdan Khmelnitsky de Melitopol, Zaporizhzhia – Ucrânia. Doutora em Ciências Pedagógicas, Professora Associada do Departamento de Educação Pré-escolar e Serviço Social, Faculdade de Educação Social, Pedagógica e Artística.

Svitlana Lutsiv, Drohobych Ivan Franko State Pedagogical University

Universidade Pedagógica Estadual Ivan Franko de Drohobych, Drohobych – Ucrânia. Doutora em Ciências Pedagógicas, Docente do Departamento de Pedagogia e Métodos do Ensino Fundamental, Faculdade de Educação Fundamental e Artes.

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