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Contributo para a promoção de competências cooperativas da criança: da competição à cooperação
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O presente relatório resulta de um estudo desenvolvido no âmbito da Prática de Ensino Supervisionada e tem como principal finalidade compreender de que forma os jogos cooperativos podem promover mudanças nas interações sociais e emocionais de uma turma de 3.º ano do 1.º Ciclo do Ensino Básico. Partindo de uma abordagem de investigação-ação, procurou-se acompanhar, analisar e refletir sobre a evolução das práticas relacionais das crianças ao longo de uma intervenção pedagógica concebida especificamente para este contexto. A escolha da temática decorreu da necessidade identificada no início do estágio: a turma apresentava dificuldades ao nível da comunicação, da autorregulação emocional e da gestão da competição. A intervenção, realizada sobretudo em aulas de Educação Física, integrou cinco jogos cooperativos, concebidos para desenvolver competências de empatia, diálogo, entreajuda e responsabilidade partilhada. Os resultados evidenciam que os jogos cooperativos tiveram impacto significativo no clima relacional da turma, promovendo interações mais positivas e reguladas. As crianças passaram de comportamentos impulsivos e competitivos para atitudes mais colaborativas, solidárias e empáticas. Verificou-se melhoria na comunicação, diminuição de conflitos, maior capacidade de lidar com o erro e maior disponibilidade para ajudar os colegas. O estudo permitiu ainda reconhecer o papel fundamental da mediação docente no desenvolvimento da cooperação. A intervenção mostrou que a cooperação não emerge espontaneamente, exigindo intencionalidade pedagógica, estruturação de tarefas e regulação contínua das interações.
This report presents a study developed within the framework of the Supervised Teaching Practice and aims to understand how cooperative games can promote changes in the social and emotional interactions of a 3rd-grade class in Primary Education. Based on an action research approach, the study sought to monitor, analyze, and reflect on the evolution of children’s relational practices throughout a pedagogical intervention specifically designed for this context. The choice of this topic emerged from needs identified at the beginning of the practicum, as the class showed difficulties in interpersonal communication, emotional self-regulation, and the management of competitive behaviors. The pedagogical intervention, carried out mainly during Physical Education lessons, involved the implementation of five cooperative games designed to foster skills such as empathy, dialogue, mutual support, and shared responsibility. The results indicate that cooperative games had a significant impact on the class’s relational climate, promoting more positive, regulated, and collaborative interactions. Children moved from impulsive and highly competitive behaviors toward more cooperative, supportive, and empathetic attitudes. Improvements were observed in communication, a reduction in conflicts, greater tolerance of mistakes, and an increased willingness to help peers. The study also highlighted the fundamental role of teacher mediation in the development of cooperation, demonstrating that cooperation does not emerge spontaneously but requires pedagogical intentionality, structured tasks, and continuous regulation of social interactions.
This report presents a study developed within the framework of the Supervised Teaching Practice and aims to understand how cooperative games can promote changes in the social and emotional interactions of a 3rd-grade class in Primary Education. Based on an action research approach, the study sought to monitor, analyze, and reflect on the evolution of children’s relational practices throughout a pedagogical intervention specifically designed for this context. The choice of this topic emerged from needs identified at the beginning of the practicum, as the class showed difficulties in interpersonal communication, emotional self-regulation, and the management of competitive behaviors. The pedagogical intervention, carried out mainly during Physical Education lessons, involved the implementation of five cooperative games designed to foster skills such as empathy, dialogue, mutual support, and shared responsibility. The results indicate that cooperative games had a significant impact on the class’s relational climate, promoting more positive, regulated, and collaborative interactions. Children moved from impulsive and highly competitive behaviors toward more cooperative, supportive, and empathetic attitudes. Improvements were observed in communication, a reduction in conflicts, greater tolerance of mistakes, and an increased willingness to help peers. The study also highlighted the fundamental role of teacher mediation in the development of cooperation, demonstrating that cooperation does not emerge spontaneously but requires pedagogical intentionality, structured tasks, and continuous regulation of social interactions.
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Cooperação Jogos cooperativos Relações interpessoais Mediação docente 1.º ciclo do ensino básico Cooperation Cooperative games Interpersonal relationships Teacher mediation Primary education