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Relatório de estágio final: a consciência social e a autorregulação na educação pré-escolar
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A presente investigação enquadra-se no âmbito do Relatório de Estágio Final, tendo como principal objetivo identificar a relevância em promover o desenvolvimento das competências socioemocionais, com especial enfoque nas dimensões da consciência social e da autorregulação emocional em crianças em idade pré-escolar. Pretende-se, igualmente, refletir sobre as práticas e estratégias pedagógicas adotadas pela educadora cooperante e preconizadas nas Orientações Curriculares para a Educação Pré-Escolar (OCEPE), analisando o papel de mediação adulta e das interações sociais no processo de aprendizagem emocional.
As competências socioemocionais assumem um papel determinante no bem-estar global e no sucesso escolar e pessoal das crianças, possibilitando-lhes reconhecer e regular emoções, estabelecer relações interpessoais positivas, tomar decisões responsáveis e demonstrar empatia. Neste contexto, a Educação PréEscolar constitui uma etapa fundamental de formação e desenvolvimento da criança, na qual se edificam as bases do desenvolvimento emocional e social que acompanharão o indivíduo ao longo da vida.
A autorregulação emocional, entendida como a capacidade de reconhecer, compreender e gerir as próprias emoções, representa uma das competências nucleares da aprendizagem socioemocional. Em idade pré-escolar, esta competência encontra-se em processo de consolidação, exigindo do educador uma atenção intencional às estratégias que auxiliem a criança a identificar o que sente, a compreender as suas reações e a adotar respostas adequadas às diferentes situações. Por sua vez, a consciência social traduz-se na compreensão das emoções, necessidades e perspetivas dos outros, implicando empatia, solidariedade e respeito. Ambas as dimensões articulam-se de forma dinâmica e contribuem para a construção de relações interpessoais saudáveis e para a formação de cidadãos emocionalmente competentes e socialmente responsáveis.
A investigação desenvolveu-se segundo uma metodologia de investigação – ação de natureza qualitativa, orientada pela compreensão dos fenómenos educativos a partir da implementação de algumas atividades junto da amostra em estudo. Foram utilizados, como instrumentos de recolha de dados, uma entrevista semiestruturada aplicada à educadora cooperante, grelhas de observação e notas de campo registadas ao longo da intervenção. A adoção de uma metodologia assente na triangulação de dados permitiu cruzar diferentes perspetivas, reforçando a consistência das interpretações dos dados recolhidos.
Com esta investigação pretendeu-se contribuir para a valorização da educação emocional enquanto dimensão essencial da prática pedagógica, destacando a importância da intencionalidade educativa e da criação de ambientes afetivamente seguros, promotores de bem-estar e desenvolvimento integral. Compreender e trabalhar as emoções desde a infância constitui, assim, um X investimento estruturante na formação de indivíduos empáticos e capazes de estabelecer relações positivas e harmoniosas ao longo da vida.
Abstract: The present research is part of the Final Internship Report and aims primarily to identify the relevance and promote the development of socio-emocional competences, with a particular focus on the dimensions of social awareness anda emotional self-regulation in preschool-aged children. It also seeks to reflect on the pedagogical practices and strategies adopted by thr cooperating educator and those recommended in the Currricular Guidelines for Preschool Education (OCEPE), analysing the role of adult mediation and social interactions in the process of emotional learning. Socioemotional skills play a crucial role in the overall well-being anda academic and personal sucess of children, enabling them to recognize and regulate emotions, establish positive interpersonal relationships, make responsible decisions, and demonstrate empathy. In this contexto, Preschool Education represents a fundamental stage in a child’s growth and development, during which the foundations of emotional and social development are built – foundations that will accompany the individual throughout life. Emotional self-regulation, understood as the ability to recognise, understand, and manage one´s own emotions, represents one of the core competences of socioemotional learning. During the preschool years, this ability is still in the process of consolidation, requiring educators to pay intentional attention to strategies that help children identify what they feel, understand their reactions, and adopt appropriate responses to different situations. In turn, social awareness refers to the understanding of other´s emotions, needs, and perspectives, involving empathy, solidarity, and respect. Both dimensions are dynamically interrelated and contribute to the construction of healthy interpersonal relationships and the development of emotionally competente and socially responsible citizens. The research followed a qualitative action-research methodology, guided by the understanding of educational phenomena emerging from the implementations carried out with the study sample. The instruments used for data collection included a semi.structured interview conducted with the cooperating educator, observation grids, and field notes recorded throughout the intervention. The adoption of data triangulation approach made it possible to cross different perspectives, thereby reinforcing the consistency of the interpretations of the collected data. This investigation aimed to constribute to the recognition of emotional education as na essential dimension of pedagogical practice, highlighting the importance of educational intentionality and the creation of emotionally safe environments that foster well-being and holistic development. Understanding and working with emotions from early childhood thus constitutes a structural investment in the formation of empathetic individuals capable of establishing positive and harmonious relationships throughout life.
Abstract: The present research is part of the Final Internship Report and aims primarily to identify the relevance and promote the development of socio-emocional competences, with a particular focus on the dimensions of social awareness anda emotional self-regulation in preschool-aged children. It also seeks to reflect on the pedagogical practices and strategies adopted by thr cooperating educator and those recommended in the Currricular Guidelines for Preschool Education (OCEPE), analysing the role of adult mediation and social interactions in the process of emotional learning. Socioemotional skills play a crucial role in the overall well-being anda academic and personal sucess of children, enabling them to recognize and regulate emotions, establish positive interpersonal relationships, make responsible decisions, and demonstrate empathy. In this contexto, Preschool Education represents a fundamental stage in a child’s growth and development, during which the foundations of emotional and social development are built – foundations that will accompany the individual throughout life. Emotional self-regulation, understood as the ability to recognise, understand, and manage one´s own emotions, represents one of the core competences of socioemotional learning. During the preschool years, this ability is still in the process of consolidation, requiring educators to pay intentional attention to strategies that help children identify what they feel, understand their reactions, and adopt appropriate responses to different situations. In turn, social awareness refers to the understanding of other´s emotions, needs, and perspectives, involving empathy, solidarity, and respect. Both dimensions are dynamically interrelated and contribute to the construction of healthy interpersonal relationships and the development of emotionally competente and socially responsible citizens. The research followed a qualitative action-research methodology, guided by the understanding of educational phenomena emerging from the implementations carried out with the study sample. The instruments used for data collection included a semi.structured interview conducted with the cooperating educator, observation grids, and field notes recorded throughout the intervention. The adoption of data triangulation approach made it possible to cross different perspectives, thereby reinforcing the consistency of the interpretations of the collected data. This investigation aimed to constribute to the recognition of emotional education as na essential dimension of pedagogical practice, highlighting the importance of educational intentionality and the creation of emotionally safe environments that foster well-being and holistic development. Understanding and working with emotions from early childhood thus constitutes a structural investment in the formation of empathetic individuals capable of establishing positive and harmonious relationships throughout life.
Descrição
Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré–Escolar e Ensino do 1º Ciclo do Ensino Básico.
Palavras-chave
Promoção de habilidades socio emocionais Intencionalidade educativa Educação pré-escolar Pais Educadora Promotion Social – emotional skills Educational intentionality Preschool education Parents Preschool teacher