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In the school environment, human values manifest in daily routine, and measuring them is a challenge and a dilemma. However, the new guiding document for education in Brazil, the “Base Nacional Comum Curricular (BNCC)†demands that social emotional skills be considered in the teaching and learning process. There are few instruments capable of assessing the relationship between sport, education and Olympic values, which are, at the limit, human values. The aim of this study was to observe students' responses regarding human values and to estimate evidence of validity and accuracy of the Education and Olympic Values Scale (EEVO-15). 138 students aged 7 to 14 years (10 ± 1.23), 68 girls (49.3%) and 70 boys (50.7%), with regular physical education classes, participated in this study. Greater Sao Paulo, Brazil. Confirmatory Factor Analysis showed the internal structure composed of three factors, with Cronbach's alpha of 0.70 and 0.64 and 0.67, respectively. Only in factor F1, associated with friendship, there was a statistically significant difference with the variable gender, however, in the other factors girls also presented, on average, higher responses. In the group of girls, it was found that with increasing age, the score on friendship increases and the average score on the self-management factor of emotions decreases. EEVO-15 presented satisfactory initial psychometric results, but adjustments and further studies are suggested. In the end, it is considered that the evaluation can be a relevant instrument for the teacher to follow new ways of acting with students, besides the need to measure the reach achieved with activities that stimulate the values in sports actions. References 1 Brasil. Base Nacional Comum Curricular – BNCC (2017). Documento homologado pela Portaria n° 1.570, publicada no D.O.U. de 21/12/2017, SeA§A£o 1, PAig. 146. BrasAlia, 21 de dezembro de 2017. http://basenacionalcomum.mec.gov.br/ 2 Rabelo IS, Rubio K. Etapa do projeto de construA§A£o de uma medida para apoio no programa “Rumo ao PA³dio OlAmpicoâ€. Projeto em parceria com a Secretaria de EducaA§A£o do MunicApio de SA£o Paulo. 2008. 3 Castro NR, Rabelo IS, Rubio K. Estudos de anAilise fatorial com a Escala de EducaA§A£o e Valores OlAmpicos (EEVO). VI Congresso Brasileiro de AvaliaA§A£o PsicolA³gica – IBAP; 4-7 julho 2013, MaceiA³, AL. Anais. 4 Rabelo IS, Rubio K, Ambiel RM. Estudos iniciais de construA§A£o de uma escala de educaA§A£o e valores olAmpicos. Trabalho apresentado no VI Congresso Brasileiro de AvaliaA§A£o PsicolA³gica – IBAP; 4-7 julho 2013, MaceiA³, AL. Anais. 5 Rabelo IS, Peixoto EM, Nakano TC, Rubio K. AvaliaA§A£o de valores OlAmpicos e humanitAirios na educaA§A£o: Proposta de um instrumento de medida. Revista Brasileira de Psicologia do Esporte. 2016; 6: 26-41. 6 Timmerman ME, Lorenzo-Seva U. Dimensionality assessment of ordered Polytomous items with parallel analysis. Psychological Methods. 2011; 16(2): 209-220. 7 Borsboom D, Milfont TL, Fisher R. Testing measurement invariance across groups: Applications in cross-cultural research. International Journal of Psychological Research. 2010; 3 (1): 111-121. 8 DA³ria C, Tubino MJG. (2006). AvaliaA§A£o da Busca da Cidadania pelo Projeto OlAmpico da Mangueira. Ensaio: AvaliaA§A£o e PolAticas PAoblicas em EducaA§A£o. 2006; 14 (50): 77-90. 9 Kohe GZ. Disrupting the rhetoric of the rings: a critique of olympic idealism in physical education. Sport, Education & Society. 2010; 15(4): 479-494. 10 Aroni A. Teaching human rights through Olympic Education in the Intercultural Lyceum of Athens: a case study. Intercultural Education. 2013; 24(5): 489-492. 11 Binder DL. Olympic values education: evolution of a pedagogy. Educational Review. 2012; 64(3): 275-302. 12 Rubio K. Esporte, educaA§A£o e valores olAmpicos. SA£o Paulo: Casa do PsicA³logo; 2009 13 Hair JF, Anderson R, Tatham R, Black W. Multivariate data analysis with readings. New Jersey, USA: Pearson; 1987. 14 Kaiser HF, Rice J. Little Jiffy, mark IV. Educational and Psychological Measurement. 1977; 34(1): 111-117. 15 Piaget J. O juAzo moral na crianA§a. SA£o Paulo: Summus; 1994. 16 Kohlberg L. The philosophy of moral development: Moral stages and the idea of justice. San Francisco: Harper & Row; 1981. 17 Kohlberg L, Higgins A, Power FC. Kohlberg’s approach to moral education. New York: University Press; 1989. 18 Rabelo IS. InvestigaA§A£o de traA§os de personalidade em atletas brasileiros: anAilise da adequaA§A£o de uma ferramenta de avaliaA§A£o psicolA³gica [tese]. SA£o Paulo: Universidade de SA£o Paulo; 2013 19 Marchioni A. A‰tica: a arte do bom. PetrA³polis, RJ: Vozes; 2010 20 Goergen P. EducaA§A£o e valores no mundo contemporA¢neo. Educ. Soc., Campinas. 2005; 26(92): 983-1011. 21 Silva AMB, Foch GFL, GuimarA£es CA, Enumo SRF. Instrumentos aplicados em estudos brasileiros em psicologia do esporte. Estudos Interdisciplinares em Psicologia. 2014; 5(2):77-95. |
