Application of life skills within the context of the BNCC

implications from research in military schools in the interior of Goiás.

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DOI:
https://doi.org/10.5016/s1980-6574e10248833
Abstract

Abstract:  This study aimed to assess teachers' self-perceptions about their intention to teach life skills and compare students' perceptions about learning life skills in military schools influenced by these teachers. The sample consisted of five teachers, aged between 28 and 45 years, each with at least four years of classroom experience. Additionally, 769 students participated in the study, with a mean age of 12.4 ± 0.92 years, representing both genders. The results indicated that, except for Teacher 1, who scored between 29% and 74% of the maximum possible scores across the investigated subscales of the P-CLSS-Q, the remaining teachers scored above 79% on the same subscales. Furthermore, classes taught by Teacher 3 showed lower scores in students' perceptions life skills compared to other teachers in 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 taught by the other evaluated teachers. Based on these findings, teachers expressed interest in fostering a positive 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.

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Published
2025-12-06
Issue
Vol. 31 No. 1 (2025): Continuous Publishing
Section
Original Articles
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