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/as

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

Palabras clave:

Rehabilitación educativa, Pedagogía sensible al trauma, Trastorno por estrés postraumático (TEPT), CRIES-13, Escuela de entorno seguro

Resumen

La guerra a gran escala en Ucrania ha causado un trauma sin precedentes en los niños, lo que convierte la búsqueda de recursos de recuperación escalables en una cuestión urgente. El objetivo del estudio es fundamentar teóricamente y confirmar empíricamente el potencial rehabilitador del entorno educativo como componente del apoyo psicosocial para los niños con trauma de guerra. La metodología combina una revisión sistemática de la bibliografía y un experimento psicológico y pedagógico (n = 30; escala CRIES-13). Una disminución estadísticamente significativa de la puntuación total de 38,7 a 29,2 (Δ = –9,5; p < 0,001) confirmó la eficacia del programa: la proporción de niños con TEPT clínico disminuyó del 80 % al 43 %, y el 37 % de los participantes salió del grupo de riesgo. Se ha demostrado que un entorno educativo sensible al trauma es un factor eficaz para reducir los síntomas postraumáticos. Los resultados justifican la necesidad de ampliar las prácticas educativas sensibles al trauma como prioridad de la política estatal en el contexto de la recuperación de Ucrania durante la guerra y la posguerra.

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Biografía del autor/a

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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