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Promoção de competências sociais e emocionais em alunos/as do 2.º ano de escolaridade do 1.º CEB
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Abstract(s)
O presente relatório descreve um projeto de intervenção realizado numa turma composta por 20 alunos/as do 2.º ano do 1.º Ciclo do Ensino Básico, intitulado “Promoção de competências sociais e emocionais em alunos/as do 2.º ano de escolaridade do 1.º CEB”, tendo como objetivo promover competências sociais e emocionais nos/as alunos/as.
A intervenção visou criar um ambiente educativo inclusivo onde as alunos/as se sentissem ouvidas e reconhecidas, promovendo a sua autoestima e o desejo de aprender. Para esse fim, conceberam-se atividades tendo em vista desenvolver competências sociais e emocionais nos/as alunos/as.
Ao longo e após a intervenção foram visíveis resultados positivos da mesma, no que diz respeito à autoestima dos/as alunos/as e uma maior capacidade para expressar e gerir com as suas próprias emoções e, consequentemente, a redução de comportamentos agressivos que resultou em interações sociais mais positivas, participando ativamente nas atividades coletivas.
Contudo, algumas áreas não apresentaram progressos significativos e evidentes devido ao tempo limitado da intervenção. Conclui-se que para alcançarmos resultados positivos e consistentes, neste tipo de abordagem, seria necessário um período de intervenção mais extenso.
This report presents describes an intervention project carried out in a class of 20 second-year students in the first cycle of basic education, titled “Promoting Social and Emotional Skills in Second-Year Primary School Students.” The study aimed to foster children’s social and emotional competencies through targeted interventions. The intervention sought to create an inclusive learning environment where students felt heard and valued, thereby enhancing their self-esteem and motivation to learn. To this end, a series of activities were designed to develop students’ social and emotional skills. The results observed throughout and after the intervention were largely positive, particularly in terms of increased self-esteem and improved ability to express and manage emotions. Consequently, there was a noticeable reduction in aggressive behaviors, leading to more positive social interactions and greater engagement in collective activities. However, some areas showed limited progress, likely due to the short duration of the intervention. These findings suggest that achieving consistent and meaningful outcomes with this approach would require a more extended intervention period.
This report presents describes an intervention project carried out in a class of 20 second-year students in the first cycle of basic education, titled “Promoting Social and Emotional Skills in Second-Year Primary School Students.” The study aimed to foster children’s social and emotional competencies through targeted interventions. The intervention sought to create an inclusive learning environment where students felt heard and valued, thereby enhancing their self-esteem and motivation to learn. To this end, a series of activities were designed to develop students’ social and emotional skills. The results observed throughout and after the intervention were largely positive, particularly in terms of increased self-esteem and improved ability to express and manage emotions. Consequently, there was a noticeable reduction in aggressive behaviors, leading to more positive social interactions and greater engagement in collective activities. However, some areas showed limited progress, likely due to the short duration of the intervention. These findings suggest that achieving consistent and meaningful outcomes with this approach would require a more extended intervention period.
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Keywords
Competências Sociais e Emocionais Meio Escolar Sala de Aula Relações Aprendizagem Cinco Domínios SEL Emoções Inteligência Emocional Socio-Emotional Skills School Environment Classroom Relationships Learning Five SEL Domains Emotions Emotional Intelligent