A carregar...
Publicação
Crescer com o outro: Relações interpessoais, inclusão e autorregulação em crianças com diagnóstico duplo
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.99 MB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente estudo de investigação-ação, através do projeto de intervenção intitulado Educar para o Nós, foi desenvolvido com o propósito de compreender o contributo das atividades de estimulação das relações interpessoais e dos comportamentos sociais para o desenvolvimento da autorregulação emocional e comportamental em crianças com diagnóstico duplo.
Partindo dos princípios orientadores do Ubuntu e do programa Relab – Relational Lab, procurou promover-se uma cultura educativa mais inclusiva, solidária e colaborativa, sustentada em valores como a empatia, o respeito, a partilha e a cooperação.
A investigação decorreu num agrupamento de escolas do ensino básico, envolvendo 17 alunos, dos quais 8 com perturbações do desenvolvimento e dificuldades de autorregulação, bem como docentes, técnicas especializadas (Terapeuta Ocupacional e Terapia da Fala) e assistentes operacionais, num total de 6 profissionais. Recorreu-se a uma metodologia de investigação-ação, de natureza qualitativa, através da realização de observação participante e grupos focais, permitindo recolher e analisar dados sobre a evolução das competências socioemocionais e relacionais das crianças participantes.
Os resultados revelaram progressos significativos ao nível da autorregulação emocional, da qualidade das interações entre pares e da perceção de pertença ao grupo. As crianças demonstraram uma compreensão mais profunda dos valores de empatia, solidariedade e interdependência, passando a reconhecer que o seu bem-estar individual depende da qualidade das relações que constroem com os outros. Estes resultados sugerem que intervenções estruturadas, centradas em valores e na aprendizagem socioemocional, contribuem para contextos educativos mais humanizados, resilientes e inclusivos, favorecendo o desenvolvimento integral das crianças com necessidades específicas.
The present action-research study, through the intervention project entitled Educating for the We, was developed with the purpose of understanding the contribution of activities to stimulate interpersonal relationships and social behaviours to the development of emotional and behavioural self-regulation in children with a dual diagnosis. Based on the guiding principles of Ubuntu and the Relab – Relational Lab program, it sought to promote a more inclusive, supportive and collaborative educational culture, based on values such as empathy, respect, sharing and cooperation. The research took place in a group of primary schools, involving 17 students, of which 8 with developmental disorders and self-regulation difficulties, as well as teachers, specialized technicians (Occupational and Speech Therapies) and operational assistants, in a total of 6 professionals. An action-research methodology of qualitative nature was used, through participant observation and focus groups, allowing the collection and analysis of data on the evolution of the socio-emotional and relational skills of the participating children. The results revealed significant progress in terms of emotional self-regulation, the quality of peer interactions and the perception of belonging to the group. The children demonstrated a deeper understanding of the values of empathy, solidarity and interdependence, coming to recognize that their individual well-being depends on the quality of the relationships they build with others. These results suggest that structured interventions, focused on values and socio-emotional learning, contribute to more humanized, resilient, and inclusive educational contexts, favouring the integral development of children with specific needs.
The present action-research study, through the intervention project entitled Educating for the We, was developed with the purpose of understanding the contribution of activities to stimulate interpersonal relationships and social behaviours to the development of emotional and behavioural self-regulation in children with a dual diagnosis. Based on the guiding principles of Ubuntu and the Relab – Relational Lab program, it sought to promote a more inclusive, supportive and collaborative educational culture, based on values such as empathy, respect, sharing and cooperation. The research took place in a group of primary schools, involving 17 students, of which 8 with developmental disorders and self-regulation difficulties, as well as teachers, specialized technicians (Occupational and Speech Therapies) and operational assistants, in a total of 6 professionals. An action-research methodology of qualitative nature was used, through participant observation and focus groups, allowing the collection and analysis of data on the evolution of the socio-emotional and relational skills of the participating children. The results revealed significant progress in terms of emotional self-regulation, the quality of peer interactions and the perception of belonging to the group. The children demonstrated a deeper understanding of the values of empathy, solidarity and interdependence, coming to recognize that their individual well-being depends on the quality of the relationships they build with others. These results suggest that structured interventions, focused on values and socio-emotional learning, contribute to more humanized, resilient, and inclusive educational contexts, favouring the integral development of children with specific needs.
Descrição
Palavras-chave
autorregulação competências socioemocionais diagnóstico duplo inclusão self-regulation socio-emotional skills double diagnosis inclusion Relational Lab Ubuntu