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Aprendizagem de competências socioemocionais no 1.º Ciclo do Ensino Básico numa escola da cidade da Praia : Um estudo exploratório
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Authors
Abstract(s)
O presente Trabalho de Projeto enquadra-se no plano curricular do Mestrado em Intervenção Social Escolar da Escola Superior de Educação de Castelo Branco e baseia-se numa investigação realizada numa escola do 1.º ciclo do Ensino Básico na cidade da Praia, em Cabo Verde. Trata-se de um estudo de caso, de natureza qualitativa e quantitativa (quali-quantitativa) e de caráter exploratório, que procura dar resposta ao problema identificado: a falta de programas estruturados de Aprendizagem Socioemocional (SEL) no contexto escolar Cabo-verdiano. O principal objetivo do estudo foi identificar a existência de programas ou projetos promotores da aprendizagem e desenvolvimento de competências socioemocionais nos alunos, considerando as perspetivas das professoras, da responsável da escola, dos pais/encarregados de educação e dos alunos. Para a recolha de dados, foram realizados inquéritos por questionário aos alunos e aos pais/encarregados de educação, bem como entrevistas semiestruturadas às professoras e à responsável da escola. Os resultados revelaram que não existem programas ou projetos SEL implementados na escola em análise, apesar de todos os participantes (alunos, pais/encarregados de educação, professoras e responsável da escola) reconhecerem a importância das competências socioemocionais para o desenvolvimento integral dos alunos. A triangulação dos dados evidenciou uma divergência entre a valorização atribuída às competências socioemocionais e a ausência de práticas pedagógicas estruturadas no ambiente escolar, destacando-se ainda a necessidade de formação contínua dos docentes e de uma maior sensibilização dos pais/encarregados de educação. Conclui-se, assim, que é necessário a implementação de políticas públicas e programas educativos estruturados, que promovam a aprendizagem socioemocional no contexto escolar Cabo-verdiano. O estudo sugere a criação de projetos-piloto e o reforço do investimento na formação docente, de forma a integrar efetivamente as competências socioemocionais no currículo escolar e a contribuir para o desenvolvimento global dos alunos.
Abstract: This Project Work is part of the curricular plan of the master’s degree in School Social Intervention at the Castelo Branco Higher School of Education and is based on research carried out at a 1st cycle primary school in Praia, Cape Verde. This is a case study, of a qualitative and quantitative nature (quali-quantitative) and of an exploratory nature, which seeks to respond to the identified problem: the lack of structured Social-Emotional Learning (SEL) programs in the Cape Verdean school context. The main objective of the study was to identify the existence of programs or projects that promote learning and development of socio-emotional skills in students, considering the perspectives of teachers, the school manager, parents/guardians and students. To collect data, questionnaire surveys were carried out with students and parents/guardians, as well as semi-structured interviews with teachers and the person in charge of the school. The results revealed that there are no SEL programs or projects implemented in the school under analysis, despite all participants (students, parents/guardians, teachers and school manager) recognizing the importance of socio-emotional skills for the integral development of students. The triangulation of data revealed a divergence between the value attributed to socio-emotional skills and the absence of structured pedagogical practices in the school environment, also highlighting the need for continued training of teachers and greater awareness among parents/guardians. It is therefore concluded that it is necessary to implement public policies and structured educational programs that promote socio-emotional learning in the Cape Verdean school context. The study suggests the creation of pilot projects and the strengthening of investment in teacher training, in order to effectively integrate socioemotional skills into the school curriculum and contribute to the overall development of students.
Abstract: This Project Work is part of the curricular plan of the master’s degree in School Social Intervention at the Castelo Branco Higher School of Education and is based on research carried out at a 1st cycle primary school in Praia, Cape Verde. This is a case study, of a qualitative and quantitative nature (quali-quantitative) and of an exploratory nature, which seeks to respond to the identified problem: the lack of structured Social-Emotional Learning (SEL) programs in the Cape Verdean school context. The main objective of the study was to identify the existence of programs or projects that promote learning and development of socio-emotional skills in students, considering the perspectives of teachers, the school manager, parents/guardians and students. To collect data, questionnaire surveys were carried out with students and parents/guardians, as well as semi-structured interviews with teachers and the person in charge of the school. The results revealed that there are no SEL programs or projects implemented in the school under analysis, despite all participants (students, parents/guardians, teachers and school manager) recognizing the importance of socio-emotional skills for the integral development of students. The triangulation of data revealed a divergence between the value attributed to socio-emotional skills and the absence of structured pedagogical practices in the school environment, also highlighting the need for continued training of teachers and greater awareness among parents/guardians. It is therefore concluded that it is necessary to implement public policies and structured educational programs that promote socio-emotional learning in the Cape Verdean school context. The study suggests the creation of pilot projects and the strengthening of investment in teacher training, in order to effectively integrate socioemotional skills into the school curriculum and contribute to the overall development of students.
Description
Trabalho de Projeto apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Intervenção Social e Escolar.
Keywords
Competências socio emocionais Políticas de educação Aprendizagem Socio emocional (SEL) Socio-emotional skills Education policies Socio-emotional Learning (SEL)