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Publication
ENTRELINHAS "Espaços seguros" na escola, para um desenvolvimento socio-emocional
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Authors
Advisor(s)
Abstract(s)
Pretende-se demonstrar, como finalidade desta investigação, que a sociedade e a escola beneficiam em ter “espaços seguros”, extracurriculares, para que os alunos possam partilhar os seus problemas e emoções, entre pares e com os adultos, para encontrar formas saudáveis de lidar com os mesmos, em conjunto.
Os objetivos de investigação incluem a ideação e criação (escolha) deste espaço, a implementação e seleção das metodologias para recolha de dados e para monitorização das estratégias encontradas para o desenvolvimento socio-emocional daquela que seria a nossa amostra/ participantes - um grupo de sete alunos do 1.º Ciclo do Ensino Básico, quatro rapazes e três raparigas com idades compreendidas entre os oito e os nove anos de idade, realizado na pausa letiva de verão, num ATL de uma instituição pública, situada na cidade da Amadora. Para idear este espaço seguro, usaram-se duas “forças motrizes” e a sua inter-relação - a expressão dramática/ teatro e as emoções - criando um atelier de desenvolvimento socio-emocional que denominámos de - “Entrelinhas” – onde estes alunos partilharam, as suas histórias pessoais, relacionadas com problemas ou conflitos socio-emocionais vividos, tendo a autora deste relatório sob supervisão da orientadora escolhido temas e metodologias que serão descritas, para trabalhar em cada um dos quatro dias que durou o atelier.
Relativamente aos resultados obtidos: (a) Foi fundamentado, na revisão bibliográfica, que a partilha de problemas, nestas condições, pode evitar aos jovens não só a sensação de isolamento e de impotência, mas também estimular a entreajuda, o questionamento de estereótipos, de crenças limitadoras e evitar a tendência para a intolerância para com a diferença e as fragilidades próprias da condição humana; (b) Um atelier desta índole, com as estratégias que foram implementadas, a operar durante mais tempo, poderia garantir não só estes resultados no foro do desenvolvimento socio-emocional, com a solidificação dos laços e empatia que se formaram, entretanto, estimulando também o desenvolvimento da comunicação interpessoal e, em concreto, da linguagem oral, consolidando valores como a entreajuda, a aceitação e potenciação das diferenças de cada um.
This research aims to demonstrate that society and schools’ benefit from having extracurricular "safe spaces" where students can share their problems and emotions with peers and adults to find healthy ways to deal with them collectively. The research objectives include the conception and creation (selection) of this space, the implementation, and selection of methodologies for data collection and monitoring of strategies found for the socio-emotional development of our sample/participants - a group of seven 1st-grade elementary school students, four boys, and three girls aged between eight and nine years old. This was conducted during the summer break at an extracurricular program of a public institution in Amadora. To devise this safe space, two driving forces and their interrelation were used - dramatic expression/ theater and emotions - creating a socio-emotional development workshop called "Entrelinhas," where these students shared their personal stories related to socio-emotional problems or conflicts. Under the advisor's supervision, the author of this report chose themes and methodologies that will be described, to work on each of the four days that the workshop lasted. Regarding the results obtained: (a) It was grounded in the literature review that sharing problems in these conditions can prevent young people not only from feeling isolated and powerless but also stimulate mutual assistance, questioning of stereotypes, limiting beliefs, and prevent tendencies towards intolerance to differences and the inherent vulnerabilities of the human condition; (b) A workshop of this nature, with the implemented strategies, operating for a longer duration, could ensure not only these results in the socio-emotional development aspect but also the solidification of the bonds and empathy that participants formed in the meantime, also stimulating the development of interpersonal communication, specifically oral language, consolidating values such as mutual assistance, acceptance, and empowerment of each individual's differences.
This research aims to demonstrate that society and schools’ benefit from having extracurricular "safe spaces" where students can share their problems and emotions with peers and adults to find healthy ways to deal with them collectively. The research objectives include the conception and creation (selection) of this space, the implementation, and selection of methodologies for data collection and monitoring of strategies found for the socio-emotional development of our sample/participants - a group of seven 1st-grade elementary school students, four boys, and three girls aged between eight and nine years old. This was conducted during the summer break at an extracurricular program of a public institution in Amadora. To devise this safe space, two driving forces and their interrelation were used - dramatic expression/ theater and emotions - creating a socio-emotional development workshop called "Entrelinhas," where these students shared their personal stories related to socio-emotional problems or conflicts. Under the advisor's supervision, the author of this report chose themes and methodologies that will be described, to work on each of the four days that the workshop lasted. Regarding the results obtained: (a) It was grounded in the literature review that sharing problems in these conditions can prevent young people not only from feeling isolated and powerless but also stimulate mutual assistance, questioning of stereotypes, limiting beliefs, and prevent tendencies towards intolerance to differences and the inherent vulnerabilities of the human condition; (b) A workshop of this nature, with the implemented strategies, operating for a longer duration, could ensure not only these results in the socio-emotional development aspect but also the solidification of the bonds and empathy that participants formed in the meantime, also stimulating the development of interpersonal communication, specifically oral language, consolidating values such as mutual assistance, acceptance, and empowerment of each individual's differences.
Description
Keywords
Espaços seguros, Desenvolvimento socio-emocional, Expressão dramática/teatro, Aprendizagem ativa Safe spaces, Socio-emotional development, Dramatic expression/theater, Active learning.