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Authors
Abstract(s)
Este relatório resulta de um estudo qualitativo, “A educação socioemocional como
aprendizagem transversal”, centrando-se na prática pedagógica, em níveis educativos
distintos: 1.º Ciclo do Ensino Básico e 2.º Ciclo do Ensino Básico.
No contexto escolar de hoje é importante reconhecer que a educação vai além da partilha de
conhecimentos académicos. Esta deve promover o desenvolvimento holístico das crianças,
permitindo-lhes interagir de forma mais abrangente e comprometida na sociedade como um
todo, preparando-as para enfrentar os desafios do mundo contemporâneo. Esta visão, presente
no Perfil dos Alunos à Saída da Escolaridade Obrigatória, deve ser uma referência
orientadora da educação, que interlaça os domínios de conhecimentos, capacidades e atitudes
que se espera que as crianças desenvolvam ao longo do seu percurso escolar. É dentro dessa
visão que a educação socioemocional, aliada às metodologias ativas, tem ganhado destaque
como um dos aspetos para promover o desenvolvimento integral das crianças. Nesse sentido,
a nossa pesquisa explora como a participação ativa em atividades escolares pode impactar
positivamente a relação entre crianças e o desenvolvimento de competências socioemocionais.
Com base nas atividades, a nossa prática educativa para além de promover aquisição e
desenvolvimento das aprendizagens essenciais específicas de cada disciplina, focou-se
também em fortalecer as competências sociais, emocionais e cognitivas, abrangendo as cinco
dimensões socioemocionais: autoconhecimento, autogestão, consciência social, relações
interpessoais e tomada de decisão responsável. Assim, a investigação teve como objetivo, a
par do desenvolvimento das aprendizagens essenciais, interpretar a integração da educação
socioemocional no currículo escolar e a sua aplicabilidade enquanto aprendizagem transversal,
centrando-se em experiências de ensino-aprendizagem nas áreas disciplinares do 1.º Ciclo do
Ensino Básico (24 crianças do 4.º ano) e nas disciplinas de 2.º Ciclo do Ensino Básico: História
e Geografia de Portugal (12 crianças do 5.º ano) e Português (17 crianças do 6.º ano). O estudo
teve como objetivo geral: Promover um melhor e maior envolvimento das crianças como os
seus pares/grupos, desenvolvendo substancialmente competências socioemocionais, através
da participação pró-ativa e comprometida com as atividades. Com o intuito de alcançar o
objetivo geral, foram delineados objetivos específicos para orientar o estudo em questão: i)
promover atividades que permitam desenvolver a educação socioemocional, nas diferentes
áreas do conhecimento; ii) estimular a participação ativa das crianças na utilização de regras
de convivência em sala de aula; iii) compreender como as crianças lidam com as suas emoções
e com as dos outros; iv) valorizar a participação de todas as crianças nas atividades propostas;
v) avaliar de que forma a aprendizagem cooperativa e colaborativa promove o
desenvolvimento de competências socioemocionais. A escolha de técnicas e instrumentos de
recolha de dados cingiu-se à aplicação de técnicas indiretas de análise documental e técnicas
diretas de observação participante, em que se utilizaram: notas de campo, diário de bordo,
photovoice, registos/produções gráficas das crianças, check-lists e grelhas de observação.
This report is the result of a qualitive study, “A educação socioemocional como aprendizagem transversal”, focusing on pedagogical practice, at different educational levels:1 st Cycle of Basic Education and 2nd Cycle of Basic Education. In today`s school context, it is important to recognize that education goes beyond the transmission of academic knowledge, it should promote the holistic development of children, enabling them to interact in a more comprehensive and committed way in society as a whole, preparing them to face the challenges of contemporary world. This vision, present in the document Perfil dos Alunos à Saída da Escolaridade Obrigatória, should be a refence that guides education, which intertwines the domains of knowledge, capabilities and attitudes that children are expected to develop throughout their school career. It is within this vision that socio-emotional education, combined with active methodologies, has gained prominence as one of the aspects to promote children`s integral development. In this sense, our explores how active participation in school activities can positively impact the relationship between children and the development of socioemotional skills. Based on the activities, our educational practice, in addition to promoting the acquisition and development of essential learning specific to each discipline, was also focused on strengthening social, emotional and cognitive skills, embracing the five socio-emotional dimensions: selfknowledge, self-management, social awareness, interpersonal relationships and responsible decision-making. Thus, the research aimed, along with the development of essential learning, to interpret the integration of socio-emotional education in the school curriculum and its applicability as transversal learning, along with the development of essential learning, focusing on teaching-learning experiences in the subject areas of the 1st Cycle of Basic Education (24 children in the 4th year) and in the subjects of the 2nd Cycle of Basic Education: History and Geography of Portugal (12 children in the 5th year) and Portuguese (17 children in the 6th year). The general objective of the study was to: Promote better and greater involvement of children with their peer/groups, developing socio-emotional skills, through proactive and committed participation in school activities. In order to achieve the general objective, specific objectives were outlined to guide the study in question: i) promote activities that allow the development of socio-emotional education, in different areas if knowledge; ii) encourage the active participation of children in using rules of coexistence in the classroom; iii) understand how children dead with their emotions and those of others; iv) value the participation of all children in the proposed activities; v) evaluate how cooperative an collaborative learning promotes the development of socio-emotional skills. The choices of the collection techniques and instruments was limited to the application of direct participant document analysis techniques and direct participant observation techniques, in which the following instruments were used: field notes, logbook, children`s records/graphic productions, photovoice, checklists and observation grids.
This report is the result of a qualitive study, “A educação socioemocional como aprendizagem transversal”, focusing on pedagogical practice, at different educational levels:1 st Cycle of Basic Education and 2nd Cycle of Basic Education. In today`s school context, it is important to recognize that education goes beyond the transmission of academic knowledge, it should promote the holistic development of children, enabling them to interact in a more comprehensive and committed way in society as a whole, preparing them to face the challenges of contemporary world. This vision, present in the document Perfil dos Alunos à Saída da Escolaridade Obrigatória, should be a refence that guides education, which intertwines the domains of knowledge, capabilities and attitudes that children are expected to develop throughout their school career. It is within this vision that socio-emotional education, combined with active methodologies, has gained prominence as one of the aspects to promote children`s integral development. In this sense, our explores how active participation in school activities can positively impact the relationship between children and the development of socioemotional skills. Based on the activities, our educational practice, in addition to promoting the acquisition and development of essential learning specific to each discipline, was also focused on strengthening social, emotional and cognitive skills, embracing the five socio-emotional dimensions: selfknowledge, self-management, social awareness, interpersonal relationships and responsible decision-making. Thus, the research aimed, along with the development of essential learning, to interpret the integration of socio-emotional education in the school curriculum and its applicability as transversal learning, along with the development of essential learning, focusing on teaching-learning experiences in the subject areas of the 1st Cycle of Basic Education (24 children in the 4th year) and in the subjects of the 2nd Cycle of Basic Education: History and Geography of Portugal (12 children in the 5th year) and Portuguese (17 children in the 6th year). The general objective of the study was to: Promote better and greater involvement of children with their peer/groups, developing socio-emotional skills, through proactive and committed participation in school activities. In order to achieve the general objective, specific objectives were outlined to guide the study in question: i) promote activities that allow the development of socio-emotional education, in different areas if knowledge; ii) encourage the active participation of children in using rules of coexistence in the classroom; iii) understand how children dead with their emotions and those of others; iv) value the participation of all children in the proposed activities; v) evaluate how cooperative an collaborative learning promotes the development of socio-emotional skills. The choices of the collection techniques and instruments was limited to the application of direct participant document analysis techniques and direct participant observation techniques, in which the following instruments were used: field notes, logbook, children`s records/graphic productions, photovoice, checklists and observation grids.
Description
Keywords
Aprendizagens essenciais Educação socioemocional Competências Aprendizagem cooperativa Metodologias ativas