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A educação das emoções e o desenvolvimento da inteligência emocional no 1.º Ciclo do Ensino Básico
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Abstract(s)
A temática do Trabalho de Projeto insere-se na área da Educação/Ciências da Educação no domínio da intervenção (social) escolar, ao pretender desenvolver as habilidades socioemocionais nos alunos do 4º ano de escolaridade, do 1º CEB, da Escola Afonso de Paiva, do Agrupamento de Escolas Afonso de Paiva, de Castelo Branco. Motivada pela crescente necessidade de desenvolver a Inteligência Emocional (IE) e as habilidades emocionais em contexto escolar, que são fundamentais ao desempenho sucesso escolar dos alunos, para além da respetiva saúde mental, desenvolver competências de IE, através da aplicação de um Programa de Desenvolvimento da Inteligência Emocional (PDIE). Ou seja, o propósito é promover a educação das e para as emoções da no contexto escolar, de modo a incluir na estrutura curricular de formação dos alunos. Realizámos o estado da arte, pela pesquisa de literatura especializada sobre as emoções, educação emocional, Inteligência Emocional e habilidades socio emocionais, no contexto escolar, tendo clarificado, conceptualmente, alguns conceitos relacionados ou afins ao enquadramento teórico mais recente. Tivemos em conta muita da bibliografia publicada, em função dos resultados deste Programa, Projeto Inteligência Emocional, assim como outra de suporte. O estudo utiliza a metodologia do design misto, com preponderância da metodologia qualitativa (subjacente ao paradigma interpretativo), na modalidade de investigação-ação, tendo recorrido às técnicas e instrumentos de recolha de dados seguintes: observação participante e não participante; Testes (Habilidades de Inteligência Emocional e Teste Sociométrico de Amizade); entrevistas semiestruturadas, focus group, notas de campo. Além disso foi aplicado o PDIE, cujo material e instrumentos provêm do Projeto Internacional ‘Programa de Inteligência Emocional para alunos do 1.º Ciclo do Ensino Básico na região de Castelo Branco -2011-2018’, ao abrigo do Protocolo entre o IPCB e a Universidade de Extremadura-Badajoz. Dito Programa foi aplicado a um grupo experimental, turma do 4º ano do 1º CEB, com 12 sessões (estrutura: conto, dramatização, atividades e ficha de autoavaliação) e autoavaliação. A análise dos testes permitiu verificar que as relações de amizade dos alunos, assim como as suas habilidades de Inteligência Emocional, apresentaram uma melhoria, especialmente significativas nas relações de amizade dos alunos, após a aplicação do Programa de intervenção, verificando-se o desenvolvimento das respetivas competências, e educação para e das emoções, em contexto escolar de sala de aula. A investigação confirmou a importância das emoções e a fundamentabilidade do desenvolvimento da IE, no contexto escolar, gerir as emoções e pensar positivo, através da melhoria das relações sociais de amizade e habilidades da sociais e emocionais da IE, verificadas pelos instrumentos e técnicas aplicados. O estudo desenvolvido destaca a importância do tema da Inteligência Emocional, e integração de programas de Inteligência Emocional no currículo escolar, não apenas como respostas às necessidades emocionais das crianças, mas também como uma estratégia de promoção de um ambiente propício à aprendizagem, assim como a promoção de relações interpessoais e intrapessoais saudáveis, reforçado pelos professores titulares das turmas experimental e de controlo.
Este estudo serve como um modelo para futuras pesquisas e implementações, destacando a relevância da Inteligência Emocional no desenvolvimento integral das crianças, preparandoas para os desafios da vida.
Abstract: The theme of the Project Work falls within the area of Education / Education Sciences in the field of school (social) intervention, as it aims to develop socio-emotional skills in 4th grade students, from the 1st CEB, of the Afonso de Paiva School, from the Afonso de Paiva School Group, in Castelo Branco. Motivated by the growing need to develop Emotional Intelligence (EI) and emotional skills in the school context, which are fundamental to the students' academic success, in addition to their mental health, to develop EI skills through the application of an Emotional Intelligence Development Program (PDIE). In other words, the aim is to promote the education of and for emotions in the school context, in order to include it in the curricular structure of students' training. We carried out a state-of-the-art search for specialized literature on emotions, emotional education, Emotional Intelligence and socio-emotional skills in the school context, having conceptually clarified some concepts that are related or related to the most recent theoretical framework. We have taken into account much of the bibliography published according to the results of this program, the Emotional Intelligence Project, as well as other supporting literature The study uses a mixed design methodology, with a preponderance of qualitative methodology (underlying the interpretive paradigm), in the form of action research, having used the following data collection techniques and instruments: participant and non-participant observation; tests (Emotional Intelligence Skills and Sociometric Friendship Test); semistructured interviews, focus group, field notes. In addition, the PDIE was applied, whose material and instruments come from the International Project 'Emotional Intelligence Program for 1st Cycle Primary School Students in the Castelo Branco Region -2011-2018', under the Protocol between the IPCB and the University of Extremadura-Badajoz. This program was applied to an experimental group, a 4th grade class, with 12 sessions (structure: short story, dramatization, activities and self-assessment form) and self-assessment. The analysis of the tests showed that the students' friendship relationships, as well as their Emotional Intelligence skills, showed an improvement, especially significant in the students' friendship relationships, after the application of the intervention program, verifying the development of the respective skills, and education for and of emotions, in the classroom context. The research confirmed the importance of emotions and the reasonableness of developing EI in the school context, managing emotions and positive thinking, through the improvement of social relationships of friendship and social and emotional EI skills, verified by the instruments and techniques applied. The study highlights the importance of the topic of Emotional Intelligence, and the integration of Emotional Intelligence programs in the school curriculum, not only as a response to children's emotional needs, but also as a strategy to promote an environment conducive to learning, as well as the promotion of healthy interpersonal and intrapersonal relationships, reinforced by the teachers of the experimental and control classes. This study serves as a model for future research and implementation, highlighting the relevance of Emotional Intelligence in the integral development of children, preparing them for life's challenges.
Abstract: The theme of the Project Work falls within the area of Education / Education Sciences in the field of school (social) intervention, as it aims to develop socio-emotional skills in 4th grade students, from the 1st CEB, of the Afonso de Paiva School, from the Afonso de Paiva School Group, in Castelo Branco. Motivated by the growing need to develop Emotional Intelligence (EI) and emotional skills in the school context, which are fundamental to the students' academic success, in addition to their mental health, to develop EI skills through the application of an Emotional Intelligence Development Program (PDIE). In other words, the aim is to promote the education of and for emotions in the school context, in order to include it in the curricular structure of students' training. We carried out a state-of-the-art search for specialized literature on emotions, emotional education, Emotional Intelligence and socio-emotional skills in the school context, having conceptually clarified some concepts that are related or related to the most recent theoretical framework. We have taken into account much of the bibliography published according to the results of this program, the Emotional Intelligence Project, as well as other supporting literature The study uses a mixed design methodology, with a preponderance of qualitative methodology (underlying the interpretive paradigm), in the form of action research, having used the following data collection techniques and instruments: participant and non-participant observation; tests (Emotional Intelligence Skills and Sociometric Friendship Test); semistructured interviews, focus group, field notes. In addition, the PDIE was applied, whose material and instruments come from the International Project 'Emotional Intelligence Program for 1st Cycle Primary School Students in the Castelo Branco Region -2011-2018', under the Protocol between the IPCB and the University of Extremadura-Badajoz. This program was applied to an experimental group, a 4th grade class, with 12 sessions (structure: short story, dramatization, activities and self-assessment form) and self-assessment. The analysis of the tests showed that the students' friendship relationships, as well as their Emotional Intelligence skills, showed an improvement, especially significant in the students' friendship relationships, after the application of the intervention program, verifying the development of the respective skills, and education for and of emotions, in the classroom context. The research confirmed the importance of emotions and the reasonableness of developing EI in the school context, managing emotions and positive thinking, through the improvement of social relationships of friendship and social and emotional EI skills, verified by the instruments and techniques applied. The study highlights the importance of the topic of Emotional Intelligence, and the integration of Emotional Intelligence programs in the school curriculum, not only as a response to children's emotional needs, but also as a strategy to promote an environment conducive to learning, as well as the promotion of healthy interpersonal and intrapersonal relationships, reinforced by the teachers of the experimental and control classes. This study serves as a model for future research and implementation, highlighting the relevance of Emotional Intelligence in the integral development of children, preparing them for life's challenges.
Description
Dissertação/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 Escolar.
Keywords
Inteligência Emocional Educação das emoções Habilidades Socio Emocionais Intervenção Escolar Programa de Desenvolvimento da Inteligência Emocional Emotional Intelligence Education of the emotions Socio-Emotional Skills School Intervention Emotional Intelligence Development Program