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Aprendizagem social e emocional : Reflexões sobre a teoria e a prática na escola portuguesa
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Abstract(s)
Conseguirá a Escola atual potenciar a aprendizagem social e emocional dos alunos? No quadro de
um estudo exploratório qualitativo, partiu-se da análise do discurso de 12 docentes, na maioria do
sexo feminino (75%), com idades compreendidas entre 32 e 57 anos (M=44,3; DP=8,95), dos quais
50% leciona ou já lecionou disciplinas de desenvolvimento social e emocional, com o objetivo de
contribuir para a compreensão do papel da Escola na promoção de competências sociais e emocionais
dos alunos no ensino secundário. Construído de raiz para este estudo, administrou-se um questionário
com questões abertas que explorava as perceções dos docentes sobre a importância destas áreas, as
estratégias adotadas na sua promoção e a perspetiva sobre as atuais alterações curriculares no contexto
português. Os resultados foram analisados com o programa NVivo 8. Globalmente, apesar do
reconhecimento implícito da importância destas áreas, evidenciado pelos participantes, e do
investimento em estratégias curriculares e extracurriculares na sua promoção, a aprendizagem social
e emocional carece ainda de redefinição e de valorização enquanto objetivo particular da função da
Escola, de forma a tornar-se uma realidade para todos os alunos e, assim, contribuir para promover e
ancorar o desenvolvimento cognitivo no quadro de um desenvolvimento global mais harmonioso.
Does the school of nowadays enhances the social and emotional learning of the students? Within a qualitative exploratory study, twelve teachers’ discourses were analysed, mainly females (75%), with ages between 32 and 57 years-old (M=44.3; SD=8.95), of which 50% teaches or have taught social and emotional learning courses, aiming to contribute to the understanding of school’s role on the promotion of social and emotional skills in the secondary education. Using an open-ended questionnaire, designed specifically to this study, teachers’ perceptions about the importance of these areas, the strategies used on their promotion and their perspective about the current curriculum modifications in the Portuguese context were explored. The data analysis was conducted using the NVivo 8.0. In general, although all the participants revealed an implicit recognition of the importance of this area and the investment in curricular and co-curricular strategies to approach it of the students, the social and emotional learning still requires redefinition and valorisation as a particular objective of the school’s role in order to become a reality to all students. In that way, social and emotional learning can contribute to promote and anchor the student’s cognitive development within a more harmonious global development framework.
Does the school of nowadays enhances the social and emotional learning of the students? Within a qualitative exploratory study, twelve teachers’ discourses were analysed, mainly females (75%), with ages between 32 and 57 years-old (M=44.3; SD=8.95), of which 50% teaches or have taught social and emotional learning courses, aiming to contribute to the understanding of school’s role on the promotion of social and emotional skills in the secondary education. Using an open-ended questionnaire, designed specifically to this study, teachers’ perceptions about the importance of these areas, the strategies used on their promotion and their perspective about the current curriculum modifications in the Portuguese context were explored. The data analysis was conducted using the NVivo 8.0. In general, although all the participants revealed an implicit recognition of the importance of this area and the investment in curricular and co-curricular strategies to approach it of the students, the social and emotional learning still requires redefinition and valorisation as a particular objective of the school’s role in order to become a reality to all students. In that way, social and emotional learning can contribute to promote and anchor the student’s cognitive development within a more harmonious global development framework.
Description
Keywords
Aprendizagem social e emocional Sucesso académico Alterações curriculares Ensino secundário português Social and emotional learning Academic success Curriculum modifications Portuguese secondary education
Citation
Análise Psicológica, 31I(4), 407-424