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Publication
Promoção do desenvolvimento socioemocional em crianças do 3º ano do 1ºCiclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
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| 4.85 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório foi elaborado de acordo com as orientações da Prática Educativa Supervisionada (PES) no 1º ciclo do ensino básico (CEB) e estuda o modo como o professor deste ciclo, mais precisamente do 3º ano de escolaridade, pode propor atividades promotoras do desenvolvimento socioemocional.
Foi utilizada uma metodologia qualitativa, tendo sido os dados recolhidos através de registos de observação, como notas de campo e análise documental das atividades implementadas.
Após a análise e reflexão da minha prática, apresento as considerações finais onde refiro a pertinência deste estudo no âmbito do trabalho realizado em 1º CEB, salientando o modo como esta investigação contribuiu para comprovar a possibilidade de integrar a área de formação pessoal e social num contexto educativo mais formal e transmissivo.
ABSTRACT: This report was prepared in accordance with the guidelines of the Supervised Educational Practice for the 1st cycle of basic education and studies how the teacher of this cycle, more specifically of 3rd grade, can propose activities to promote the social-emotional development. A qualitative methodology was adopted, and data was collected through observation records, such as field notes and analysis of the documents related with the implemented activities. After the analysis and reflection of my practice, I present the final considerations where I refer to the relevance of this study for the scope of the work carried out on 1st cycle, highlighting how this research has played its role to demonstrate the feasibility of the integration of personal and social training in a more formal and transmissive education context.
ABSTRACT: This report was prepared in accordance with the guidelines of the Supervised Educational Practice for the 1st cycle of basic education and studies how the teacher of this cycle, more specifically of 3rd grade, can propose activities to promote the social-emotional development. A qualitative methodology was adopted, and data was collected through observation records, such as field notes and analysis of the documents related with the implemented activities. After the analysis and reflection of my practice, I present the final considerations where I refer to the relevance of this study for the scope of the work carried out on 1st cycle, highlighting how this research has played its role to demonstrate the feasibility of the integration of personal and social training in a more formal and transmissive education context.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
Keywords
Emoções Inteligência emocional 1º CEB Papel do professor Desenvolvimento socioemocional Emotions Emotional intelligence 1st CEB Social-emotional development Teacher’s role