| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.68 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Esta investigação intitulada “O educador social como facilitador de competências socioemocionais: um estudo com crianças do 3.º e 4.º anos de escolaridade”, tem como questão-problema: Qual o impacto da intervenção socioeducativa no contexto escolar no comportamento social dos alunos do 3.º e 4.º anos? Neste estudo adotou-se uma metodologia mista, do tipo “investigação-ação”, reconhecendo o papel do educador social no desenvolvimento de competências socioemocionais com recurso ao modelo CASEL (Collaborative for Academic, Social, and Emotional Learning). Os resultados obtidos evidenciaram melhorias, sobretudo, nos domínios do autoconhecimento e da autorregulação, sobressaindo igualmente uma apreciação positiva, por parte dos alunos do 3.º e 4.º anos, em relação às sessões dinamizadas. Quanto à amostra global não se constataram melhorias significativas no comportamento académico, na autogestão, nem na relação entre pares. Apreciaram-se, contudo, ganhos na relação entre pares na turma de 3.º ano, e no rendimento académico nas disciplinas de Português e Matemática na amostra global e na turma de 4.º ano. Com base nestes resultados e, sem descurar as limitações do estudo realizado, reflete-se sobre o impacto da intervenção.
This research, titled “The social educator as a facilitator of socio-emotional competences: a study with children in the 3rd and 4th years of school”, poses the following research question: What is the impact of socio-educational intervention in the school context on the social behaviour of 3 rd and 4th grade students? This study adopted a mixed-methods approach, of the ‘action-research’ type, recognising the role of the social educator in developing socio-emotional skills using the CASEL model (Collaborative for Academic, Social, and Emotional Learning). The results showed improvements, above all, in the areas of self-awareness and self-regulation, with 3rd and 4th-year students providing positive feedback on the sessions. In the overall sample, there were no significant improvements in academic behaviour, self-management, or peer relationships. However, there were gains in peer relationships within the 3rd-grade class, and improvements in academic performance in Portuguese and Maths both in the overall sample and specifically within the 4th -grade class. Based on these findings, and while considering the limitations of the study, reflections were also made on the impact of the intervention.
This research, titled “The social educator as a facilitator of socio-emotional competences: a study with children in the 3rd and 4th years of school”, poses the following research question: What is the impact of socio-educational intervention in the school context on the social behaviour of 3 rd and 4th grade students? This study adopted a mixed-methods approach, of the ‘action-research’ type, recognising the role of the social educator in developing socio-emotional skills using the CASEL model (Collaborative for Academic, Social, and Emotional Learning). The results showed improvements, above all, in the areas of self-awareness and self-regulation, with 3rd and 4th-year students providing positive feedback on the sessions. In the overall sample, there were no significant improvements in academic behaviour, self-management, or peer relationships. However, there were gains in peer relationships within the 3rd-grade class, and improvements in academic performance in Portuguese and Maths both in the overall sample and specifically within the 4th -grade class. Based on these findings, and while considering the limitations of the study, reflections were also made on the impact of the intervention.
Description
Keywords
Competências socioemocionais Modelo CASEL Intervenção socioeducativa Educador social