Perfil e competências socioemocionais de jovens e crianças assistidos por projetos musicais de ONGs de Fortaleza

Abstract

Socio-emotional skills (Conscientiousness, Neuroticism, Agreeableness, Openness to New Experience, Extroversion and External Locus of Control) are domains of the human personality that enable the individual to manage his own emotions. These skills are associated, in the literature, with school success, better positions in the job market, do not perpetuate the crime cycle, contributing to the improvement of all social, health and economic indicators. The objective of this study was to evaluate the profile and socio-emotional skills of young people and children assisted by music projects of two NGO in Fortaleza. This is a cross-sectional descriptive observational study conducted in two non-profit institutions located in the city of Fortaleza-CE, from August to October 2019. The study sample consisted of 101 children and young people assisted by musical projects, who live in peripheral areas with high social vulnerability. This study included students who participated in the activities of musical projects and were in the 5th grade of elementary school or high school at the time of the interview. The following instruments were used for data collection: 1. questionnaire of characteristics of musical interest; 2. socio-emotional skills questionnaire, SENNA Instrument 1.0; and 3. socioeconomic data. Results: the sex variable was evenly distributed among the students surveyed, with the majority prevailing among women. (n=53, 52.5%). The variables students' school year (p<0.001), color/race (p=0.012), reference caregiver's education (p=0.007) and reading incentive (p=0.005) showed a statistically significant association for the Conscientiousness domain. The Emotional Stability domain showed a significant statistical association with gender (p<0.001), reference caregiver's education (p=0.032), caregivers' reading frequency (p=0.041) and reading incentive (p=0.010). It was found that the variables reading incentive (p=0.011) and hours per day of musical practice in the instrument presented a significant association relationship with External Control Locus. The Agreeablenes competence was significantly associated with the variable “having a family member who plays an instrument” (p=0.019). The Openness to New Experiences domain was significantly associated with the student's gender (p=0.009), reference caregivers' reading frequency (p=0.035), having a home musical instrument (p=0.040), and the presence of a family member who plays a instrument (p=0.008). Of these, only two remained statistically significant by the regression model, being able to influence the response of the analyzed socio-emotional attribute (Openness to New Experiences), namely: student's gender (p=0.008) and presence of a relative who touches some instrument (p=0.006). A statistically significant association was found between the musical genres: Funk (p=0.042) and Extroversion; Pop music (p=0.014) and External Control Locus; samba (p=0.008) and religious (p=0.001) with Agreeablenes; and samba (p = 0.001) with Openness to New Experiences. Given the results found, it can be inferred that the musical activities offered by the institutions participating in this study constitute an important inducer of promotion and strengthening of the socio-emotional skills of young people and children, benefited by the musical training interventions.