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A inteligência emocional em alunos do 1.º ciclo com necessidades educativas específicas: um contributo para a aprendizagem positiva
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| 3.56 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo teve como motivação contribuir para a análise e compreensão
científica da importância da Inteligência Emocional em alunos a frequentar o 1.º Ciclo do
Ensino Básico com Necessidades Educativas Específicas (NEE), numa perspetiva de
aprendizagem positiva dinâmica. A amostra contemplou os nove alunos, com idades entre
os sete e os dez anos, a usufruir de Medidas de Suporte à Aprendizagem e à Inclusão,
nomeadamente de Medidas Seletivas, no âmbito do Decreto-Lei n.º 54/2018, de 6 de
julho, a frequentar um Agrupamento de Escolas do concelho de Faro.
A relevância científica da investigação justifica-se pela iliteracia emocional
verificada no atual contexto escolar, ao nível do autoconhecimento e do seu impacto nas
diversas dimensões da vida humana. Urge, portanto, alargar este conhecimento, no
âmbito educacional, de forma a capacitar os profissionais para a compreensão de
situações críticas e para a promoção de estratégias pedagógicas, comportamentos e
atitudes inclusivas - articuladas com outros intervenientes nos processos educativos e
favoráveis ao sucesso escolar de todos os alunos, respeitando as suas especificidades e
necessidades.
A investigação incidiu no método qualitativo, descritivo e exploratório, tendo por
base diversas técnicas de recolha de dados, privilegiando o recurso a entrevistas
semiestruturadas e a uma dinâmica lúdica, ambas registadas em suporte áudio e aplicadas
presencialmente aos nove alunos que compunham a amostra, notas de campo, pesquisa
bibliográfica e análise documental.
Através deste método científico, procurou-se avaliar se os alunos com NEE
reconhecem, nomeiam e identificam emoções, indagar se demonstram algum tipo de
autorregulação emocional e sensibilizar para a necessidade da Literacia Emocional,
valorizando a perceção das próprias crianças neste processo, que se pretende promocional
de uma aprendizagem positiva.
Os resultados levam a inferir que as crianças reconhecem, nomeiam e identificam
emoções, referem situações de autorregulação, assim como associam as emoções à sua
predisposição para aprenderem
The present study had as motivation to contribute to the analysis and scientific understanding of the importance of emotional intelligence in students attending the first year of basic education “1.º Ciclo” with specific educational needs, from a perspective of positive and dynamic learning method. The sample included the nine students, aged between seven and ten years old, who enjoyed learning support measures and inclusion, namely selective measures under the decree law n.º 54/2018 of July 6, attending a school group in the municipality of Faro. The scientific relevance of the research is justified by the emotional literacy verified in the school context, at a self-knowledge level and it's impact on the various human life dimensions. Therefore, the enlargement of this knowledge, in an educational manner, should provide teachers with the tools to handle critical situations and provide teaching strategies and inclusive behaviours - articulated with other participants in the educational process and favorable to the learning success of every student, always taking into consideration their specificities and needs. The investigation focused on the qualitative, descriptive and exploratory method, based on diverse techniques of data gathering such as semi-structured interviews and a playful dynamics, both recorded in audio format and applied in person to the nine students who were part of the sample, notes, bibliographic research and documentary analysis. Through this scientific method, we sought to assess whether students with “NEE” recognize, name and identify emotions, inquire if they demonstrate any type of emotional self-regulation and sensitize to the need for emotional literacy, valuing the perception of the children in this process, that is intended as promoting of a positive learning. As the main results, it was possible to prove that children recognize, name and identify emotions, name selfregulation situations, as well as associate the emotions to their predisposition to learn.
The present study had as motivation to contribute to the analysis and scientific understanding of the importance of emotional intelligence in students attending the first year of basic education “1.º Ciclo” with specific educational needs, from a perspective of positive and dynamic learning method. The sample included the nine students, aged between seven and ten years old, who enjoyed learning support measures and inclusion, namely selective measures under the decree law n.º 54/2018 of July 6, attending a school group in the municipality of Faro. The scientific relevance of the research is justified by the emotional literacy verified in the school context, at a self-knowledge level and it's impact on the various human life dimensions. Therefore, the enlargement of this knowledge, in an educational manner, should provide teachers with the tools to handle critical situations and provide teaching strategies and inclusive behaviours - articulated with other participants in the educational process and favorable to the learning success of every student, always taking into consideration their specificities and needs. The investigation focused on the qualitative, descriptive and exploratory method, based on diverse techniques of data gathering such as semi-structured interviews and a playful dynamics, both recorded in audio format and applied in person to the nine students who were part of the sample, notes, bibliographic research and documentary analysis. Through this scientific method, we sought to assess whether students with “NEE” recognize, name and identify emotions, inquire if they demonstrate any type of emotional self-regulation and sensitize to the need for emotional literacy, valuing the perception of the children in this process, that is intended as promoting of a positive learning. As the main results, it was possible to prove that children recognize, name and identify emotions, name selfregulation situations, as well as associate the emotions to their predisposition to learn.
Description
Keywords
Inteligência emocional Necessidades educativas específicas Autorregulação emocional Literacia emocional Aprendizagem positiva