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Aprendizagem socioemocional no 1.º ciclo do EB: promoção da autorregulação e relações positivas
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O presente relatório incide sobre um estudo de caso, focado numa turma de 23 alunos do 2.º ano do 1.º Ciclo do Ensino Básico e centrado na promoção de competências sociais e emocionais. A intervenção, com a duração de três meses, teve como finalidade reforçar a capacidade das crianças para reconhecer, expressar e regular as suas emoções, bem como melhorar a qualidade das interações entre pares e o clima geral da sala de aula.
A partir das necessidades identificadas no início do estágio — nomeadamente dificuldades de autorregulação emocional, recorrência de pequenos conflitos e fragilidades na gestão da frustração — foram implementadas atividades orientadas para o desenvolvimento da empatia, do diálogo e da autorregulação emocional. Procurou-se criar um ambiente educativo seguro, colaborativo e emocionalmente equilibrado, valorizando a participação e expressão das crianças.
Os resultados observados ao longo do processo revelaram progressos na capacidade dos alunos para identificar e gerir emoções, bem como uma diminuição de comportamentos agressivos e um aumento das atitudes pró-sociais. Verificou-se também uma melhoria visível no clima relacional do grupo.
Contudo, importa reconhecer que parte destas mudanças pode dever-se ao desenvolvimento natural das crianças, e que não é possível atribuir, de forma exclusiva e comprovada, os progressos registados à intervenção realizada, ainda que seja plausível considerar que esta tenha contribuído para potenciar aprendizagens no domínio social e emocional. Tendo em conta a duração limitada da intervenção e os resultados observados evidencia-se a necessidade de as crianças beneficiarem, ao longo do primeiro ciclo — e, idealmente, de todo o seu percurso escolar — de oportunidades educativas consistentes que contribuam para a consolidação e aprofundamento das suas competências socioemocionais.
This report presents a case study focusing on a class of 23 second-grade students in the first cycle of elementary school, with an emphasis on promoting social and emotional skills. The three-month intervention aimed to strengthen the children’s ability to recognize, express, and regulate their emotions, as well as to improve the quality of peer interactions and the overall classroom atmosphere. Based on the needs identified at the beginning of the internship—namely difficulties with emotional self-regulation, recurring minor conflicts, and weaknesses in managing frustration—activities aimed at developing empathy, dialogue, and emotional self-regulation were implemented. The aim was to create a safe, collaborative, and emotionally balanced educational environment, valuing children's participation and expression. The results observed throughout the process revealed progress in the students' ability to identify and manage emotions, as well as a decrease in aggressive behaviors and an increase in pro-social attitudes. There was also a visible improvement in the group's relational climate. However, it is important to recognize that some of these changes may be due to the natural development of children, given their age. Thus, it is not possible to attribute the progress made exclusively and conclusively to the intervention, although it is plausible to consider that it contributed to enhancing positive learning and behaviors. The limited duration of the intervention is also a factor that conditions the results, suggesting the need for a longer period to consolidate and deepen the socio-emotional skills worked on.
This report presents a case study focusing on a class of 23 second-grade students in the first cycle of elementary school, with an emphasis on promoting social and emotional skills. The three-month intervention aimed to strengthen the children’s ability to recognize, express, and regulate their emotions, as well as to improve the quality of peer interactions and the overall classroom atmosphere. Based on the needs identified at the beginning of the internship—namely difficulties with emotional self-regulation, recurring minor conflicts, and weaknesses in managing frustration—activities aimed at developing empathy, dialogue, and emotional self-regulation were implemented. The aim was to create a safe, collaborative, and emotionally balanced educational environment, valuing children's participation and expression. The results observed throughout the process revealed progress in the students' ability to identify and manage emotions, as well as a decrease in aggressive behaviors and an increase in pro-social attitudes. There was also a visible improvement in the group's relational climate. However, it is important to recognize that some of these changes may be due to the natural development of children, given their age. Thus, it is not possible to attribute the progress made exclusively and conclusively to the intervention, although it is plausible to consider that it contributed to enhancing positive learning and behaviors. The limited duration of the intervention is also a factor that conditions the results, suggesting the need for a longer period to consolidate and deepen the socio-emotional skills worked on.
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Autorregulação emocional Competências socioemocionais Emoções Meio Escolar Relações positivas Emotional Self-Regulation Social-Emotional Competencies Emotions School Environment Positive Relationships