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Advisor(s)
Abstract(s)
Esta comunicação apresenta o projeto de pesquisa em andamento, do Programa Doutoramento em Ciências da Educação, o qual procura investigar a problemática de alunos que, não tendo uma condição de deficiência ou dificuldades específicas de aprendizagem, apresentam baixo aproveitamento escolar e encontram-se em risco de marginalização, insucesso ou exclusão. Desta forma, tem-se como hipótese que o desenvolvimento das competências socioemocionais, por meio de um programa de intervenção, poderá auxiliar na construção do sentimento de pertença, nestes alunos, para incluí-los na rotina de aprendizagem a fim de que encontrem sentido em participar e incluírem-se no processo escolar considerando o uso dos recursos das Tecnologias Digitais de Informação e Comunicação, mediante a pandemia mundial que nos encontramos. No Brasil, as discussões sobre o desenvolvimento das Competências Socioemocionais assumiram lugar de relevância, estando mesmo transversalmente preconizadas na Base Nacional Comum Curricular. É preciso partir de um
olhar para os alunos como um “ser em relação”, um sujeito aprendente. Dessa forma, espera-se preparar esse sujeito para o enfrentamento dos desafios cotidianos, conhecendo a si mesmos, reconhecendo o outro, melhorando as relações interpessoais no meio escolar e, por conseguinte, desenvolvendo o sentimento de pertença que tanto se almeja nos processos de inclusão, como resultado esperado.
This communication presents the research project in progress, from the Doctoral Program in Educational Sciences, which seeks to investigate the problems of students who, not having a disability condition or specific learning difficulties, have low school performance and are at risk marginalization, failure or exclusion. In this way, it is hypothesized that the development of socioemotional skills, through an intervention program, can assist in the construction of the feeling of belonging, in these students, to include them in the learning routine so that they find meaning in participate and be included in the school process considering the use of the resources of Digital Technologies of Information and Communication, through the world pandemic that we are in. In Brazil, discussions on the development of Socioemotional Competences took on a relevant place, even being transversally recommended in the Common National Curriculum Base. It is necessary to start with looking at students as a “being in relationship”, a learning subject. Thus, it is expected to prepare this subject to face the daily challenges, getting to know themselves, recognizing the other, improving interpersonal relationships in the school environment and, consequently, developing the feeling of belonging that is so desired in the inclusion processes, as an expected result.
This communication presents the research project in progress, from the Doctoral Program in Educational Sciences, which seeks to investigate the problems of students who, not having a disability condition or specific learning difficulties, have low school performance and are at risk marginalization, failure or exclusion. In this way, it is hypothesized that the development of socioemotional skills, through an intervention program, can assist in the construction of the feeling of belonging, in these students, to include them in the learning routine so that they find meaning in participate and be included in the school process considering the use of the resources of Digital Technologies of Information and Communication, through the world pandemic that we are in. In Brazil, discussions on the development of Socioemotional Competences took on a relevant place, even being transversally recommended in the Common National Curriculum Base. It is necessary to start with looking at students as a “being in relationship”, a learning subject. Thus, it is expected to prepare this subject to face the daily challenges, getting to know themselves, recognizing the other, improving interpersonal relationships in the school environment and, consequently, developing the feeling of belonging that is so desired in the inclusion processes, as an expected result.
Description
Keywords
Competências socioemocionais Educação inclusiva Educação pela arte
Citation
Siqueira, A. C. S., & Lima Rodrigues, L. (2021). Desenvolvimento das competências socioemocionais como meio para elaboração de sentimento de pertença ao processo de aprendizagem. In J. Grácio, J. V. Torres, M. C. L. Paniago, M. R. Rodrigues, M. Figueiredo, & M. B. Arguelho (Orgs.), Atas / anais do encontro cultural digital e educação na década de 20 (pp. 64-72). Escola Superior de Educação do Instituto Politécnico de Setúbal. http://projetos.ese.ips.pt/cde20/wp-content/uploads/2021/05/ATAS_do_CDE20_2021.pdf
Publisher
Escola Superior de Educação do Instituto Politécnico de Setúbal