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Abstract(s)
Considerando a importância do processo de aprendizagem e das emoções que o mesmo desperta nas crianças, procuramos ao nível da Prática de Ensino Supervisionada que desenvolvemos e que descrevemos neste relatório, atribuir-lhes particular atenção e estudo.
Enveredamos por uma abordagem pedagógica que pressupõe a atribuição de sentidos às experiências vividas, a progressão e o bem-estar das crianças. A prática educativa decorre, num primeiro momento em contexto de creche, com um grupo de 17 crianças com 2 anos de idade e, num segundo momento, em contexto de jardim de infância, com um grupo de 19 crianças, de 3 a 5 anos de idade. Neste âmbito, descrevemos e refletimos sobre um conjunto de experiências de aprendizagem que desenvolvemos com estes grupos, bem como um estudo de natureza qualitativa, que integrou os seguintes objetivos: perceber se as crianças identificam e nomeiam emoções primárias ou básicas (alegria, tristeza, raiva, medo e aversão); promover atividades/experiências educativas que favorecem a compreensão das emoções; sensibilizar as crianças para a importância de reconhecer emoções, em si próprias e nos outros; refletir, de forma sustentada, sobre a organização do ambiente educativo na sua relação com a promoção de um clima de aprendizagem e bem-estar emocional das crianças. O estudo foi ainda orientado pelas seguintes questões de pesquisa: O que são emoções e que importância têm no desenvolvimento das crianças? Como promover a compreensão das emoções nas crianças? Quais as práticas educativas que favoreçam o bem-estar emocional das crianças? Que importância tem o ambiente educativo na promoção do bem-estar emocional das crianças?
Para a recolha de dados recorremos à observação, com registo de notas de campo e fotografia, bem como à inquirição por entrevista.
Os dados evidenciam os contributos da prática educativa para a expressão, a compreensão e regulação das emoções, facilitando a progressão e bem-estar das crianças.
Considering the importance of the learning process and the emotions that it arouses in children, we seek at the level of supervised teaching practice that we develop and that we describe in this report, to give them particular attention and study. We take a pedagogical approach that presupposes the attribution of meanings to the lived experiences, the progression and well-being of children. The educational practice takes place, at first in the context of daycare, with a group of 17 children aged 2 years and, in a second moment, in the context of kindergarten, with a group of 19 children, from 3 to 5 years of age. In this context, we describe and reflect on a set of learning experiences that we developed with these groups, as well as a qualitative study, which integrated the following objectives: to understand whether children identify and name primary or basic emotions (joy, sadness, anger, fear and aversion); promote educational activities/experiences that facilitate the understanding of emotions; sensitize children to the importance of recognizing emotions, in themselves and in others; reflect, in a sustained way, on the organization of the educational environment in its relationship with the promotion of a climate of learning and emotional well-being of children. The study was also guided by the following research questions: What are emotions and importance they have in the development of children? How to promote the understanding of emotions in children? What are the educational practices that facilitate the emotional well-being of children? What importance does the educational environment have in promoting the emotional well-being of children? For data collection we use observation, with registration of field notes and photography, as well as interview inquiry. The data show the contributions of educational practice to the expression, understanding and regulation of emotions, facilitating the progression and well-being of children.
Considering the importance of the learning process and the emotions that it arouses in children, we seek at the level of supervised teaching practice that we develop and that we describe in this report, to give them particular attention and study. We take a pedagogical approach that presupposes the attribution of meanings to the lived experiences, the progression and well-being of children. The educational practice takes place, at first in the context of daycare, with a group of 17 children aged 2 years and, in a second moment, in the context of kindergarten, with a group of 19 children, from 3 to 5 years of age. In this context, we describe and reflect on a set of learning experiences that we developed with these groups, as well as a qualitative study, which integrated the following objectives: to understand whether children identify and name primary or basic emotions (joy, sadness, anger, fear and aversion); promote educational activities/experiences that facilitate the understanding of emotions; sensitize children to the importance of recognizing emotions, in themselves and in others; reflect, in a sustained way, on the organization of the educational environment in its relationship with the promotion of a climate of learning and emotional well-being of children. The study was also guided by the following research questions: What are emotions and importance they have in the development of children? How to promote the understanding of emotions in children? What are the educational practices that facilitate the emotional well-being of children? What importance does the educational environment have in promoting the emotional well-being of children? For data collection we use observation, with registration of field notes and photography, as well as interview inquiry. The data show the contributions of educational practice to the expression, understanding and regulation of emotions, facilitating the progression and well-being of children.
Description
Keywords
Prática educativa Emoções Aprendizagem Desenvolvimento Bem-estar