Educar as emoções e desenvolver habilidades socioemocionais no Ensino Básico de Português : estudo de caso
Type
article
Creator
Publisher
Identifier
MARTINS, Ernesto C. (2023). Educar as emoções e desenvolver habilidades socioemocionais no Ensino Básico de Português: estudo de caso. Revista Educação - PUC (Campinas, Br.), 28: e235917, p. 1-15. DOI: https://doi.org/10.24220/2318-0870v28e2023a5917
Title
Educar as emoções e desenvolver habilidades socioemocionais no Ensino Básico de Português : estudo de caso
Educating emotions and developing socio-emotional skills In Elementary Portuguese Education : a case study
Educating emotions and developing socio-emotional skills In Elementary Portuguese Education : a case study
Subject
Competências emocionais
Emoções
Ensino Básico
Habilidades sociais
Inteligência emocional.
Emotional skills
Emotions
Primary education
Social skills
Emotional intelligence
Emoções
Ensino Básico
Habilidades sociais
Inteligência emocional.
Emotional skills
Emotions
Primary education
Social skills
Emotional intelligence
Relation
FCT - Fundação para a Ciência e Tecnologia e IPCB - Univ. Extremadura
e235917;
Editora PUC Campinas
e235917;
Editora PUC Campinas
Date
2023-05-16T11:47:51Z
2023-05-16T11:47:51Z
2023-05-15
2023-05-16T11:47:51Z
2023-05-15
Description
O artigo aborda a educação para as emoções, ministrada a alunos de duas turmas do 4º ano do Ensino Básico de Português. O estudo, realizado entre o final de 2019 e começo de 2020 (pré-pandemia), pretendeu desenvolver a inteligência emocional e habilidades socioemocionais naqueles alunos de modo a melhorar o desempenho escolar, as relações interpessoais, a convivência e o ambiente educativo de aula. O marco teórico-conceptual norteou-se por uma bibliografia sócio e psicopedagógica sobre as emoções, a inteligência emocional e as habilidades sociais, destacando-se referências a Salovey, Mayer e Caruso e colaboradores, Fernández-Barrocal, Extremera e Fernández-Barrocal, Zurita etc. Utilizou-se a metodologia qualitativa (estudo de caso), inserida no paradigma interpretativo, com aplicação de um programa de intervenção. As técnicas de coleta de dados utilizadas foram: observação do participante e documental; entrevista semiestruturada a dois professores; Teste Sociométrico de Amizade e prova de análise/reflexão com sete situações escolares cotidiana para desenvolver habilidades emocionais, além de notas de campo. Foram cumpridas as regras éticas e legais. Os resultados confirmaram um incremento nas relações interpessoais de amizade, desenvolvimento do conhecimento das próprias emoções e das dos outros, melhoria nas habilidades sociais e no clima educativo. Valorizou-se a importância de desenvolver a inteligência emocional e as competências emocionais na escola para melhorar a convivência escolar.
Abstract: The article addresses emotion education in students from two 4th grade elementary school Portuguese classes. The study, conducted between late 2019 and early 2020 (pre-pandemic), aimed to develop emotional intelligence and socio-emotional skills in those students to improve their school performance, interpersonal relationships, and classroom coexistence and educational environment. The theoretical and conceptual framework was guided by a socio-pedagogical bibliography on emotions, emotional intelligence, and social skills, highlighting references to Salovey, Mayer, and Caruso and collaborators, Fernández-Barrocal, Extremera and Fernández-Barrocal, Zurita, etc. Qualitative methodology (case study) was used, within the interpretative paradigm, with the application of an intervention program. Data collection techniques were: participant and documentary observation; semi-structured interview with two teachers; Sociometrist Friendship Test and analysis/reflection test using seven daily school situations to develop emotional skills; and field notes. Ethical and legal guidelines were followed. The results confirmed an increase in interpersonal friendship relationships, development of knowledge of one’s own and others’ emotions, improvement in social skills, and a better educational atmosphere. The importance of developing emotional intelligence and emotional skills at school was valued to improve school coexistence.
CeiED (Centro de Estudos Interdisciplinares de Educação e Desenvolvimento) da ULHT; Instituto Politécnio de Castelo Branco
info:eu-repo/semantics/publishedVersion
Abstract: The article addresses emotion education in students from two 4th grade elementary school Portuguese classes. The study, conducted between late 2019 and early 2020 (pre-pandemic), aimed to develop emotional intelligence and socio-emotional skills in those students to improve their school performance, interpersonal relationships, and classroom coexistence and educational environment. The theoretical and conceptual framework was guided by a socio-pedagogical bibliography on emotions, emotional intelligence, and social skills, highlighting references to Salovey, Mayer, and Caruso and collaborators, Fernández-Barrocal, Extremera and Fernández-Barrocal, Zurita, etc. Qualitative methodology (case study) was used, within the interpretative paradigm, with the application of an intervention program. Data collection techniques were: participant and documentary observation; semi-structured interview with two teachers; Sociometrist Friendship Test and analysis/reflection test using seven daily school situations to develop emotional skills; and field notes. Ethical and legal guidelines were followed. The results confirmed an increase in interpersonal friendship relationships, development of knowledge of one’s own and others’ emotions, improvement in social skills, and a better educational atmosphere. The importance of developing emotional intelligence and emotional skills at school was valued to improve school coexistence.
CeiED (Centro de Estudos Interdisciplinares de Educação e Desenvolvimento) da ULHT; Instituto Politécnio de Castelo Branco
info:eu-repo/semantics/publishedVersion
Access restrictions
openAccess
Language
por
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