Application of life skills within the context of the BNCC: implications from research in military schools in the interior of Goiás

Abstract

Objectives:This study aimed to assess teachers’ self-perceptions about their intention to teach life skillsand compare students’ perceptions about learning life skills in military schools influenced by these teachers.Methods:The sample consisted of five teachers, aged between 28 and 45 years, each with at least four years of classroom experi-ence. Additionally, 769 students participated in the study, with a mean age of 12.4±0.92 years, representing both gen-ders.Results:The results indicated that, except for Teacher 1, who scored between 29% and 74% of the maximumpossible scores across the investigated subscales of the P-CLSS-Q, the remaining teachers scored above 79% on thesame subscales. Furthermore, classes taught by Teacher 3 showed lower scores in life skills compared to other teachersin areas such as teamwork [χ2(4) = 16.819; p = 0.02], goal setting [χ2(4) = 21.159; p = 0.001], social skills [χ2(4) =19.441; p = 0.001], problem-solving [χ2(4) = 15.788; p = 0.003], emotional skills [χ2(4) = 20.457; p = 0.001], leadership[χ2(4) = 16.075; p = 0.003], time management [χ2(4) = 25.119; p = 0.001], and communication [χ2(4) = 21.561;p = 0.001]. There were also minor variations in time management and communication life skills among classes taughtby the other evaluated teachers.Conclusion:Based on these findings, teachers expressed interest in fostering a posi-tive classroom climate to promote life skills (LS); however, students’ self-perceptions of LS learning were different,suggesting a need for targeted professional development to improve teachers’ teaching practices.