Loading...
Publication
A influência das técnicas de mindfulness no desenvolvimento pessoal e social dos/as estudantes do 2.º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.44 MB | Adobe PDF |
Authors
Abstract(s)
O século XXI tem vindo a ser marcado por muitas adversidades. Um dos desafios mais recentes diz respeito à atual situação excecional de emergência de saúde pública – a pandemia global causada pela COVID-19. Com o surgimento de problemas como este, torna-se essencial ajudar as crianças e os/as jovens a conviver com a mudança constante, enfrentar e aceitar os medos e as situações que possam vir a surgir e saber gerir os seus sentimentos e as suas emoções.
Com este estudo, pretendeu-se verificar em que medida a prática de mindfulness contribui para o desenvolvimento dos processos cognitivos, em concreto da atenção e concentração dos/as alunos/as do 6.º ano do 2.º Ciclo do Ensino Básico (CEB), bem como analisar em que medida a prática ajuda os/as jovens a consciencializar-se das suas emoções e das dos/as outros/as. Para responder a estas questões de investigação, utilizou-se uma metodologia mista e recorreu-se ao método de estudo de caso tendo-se aplicado várias técnicas e instrumentos de recolha de dados, sendo eles a observação participante, as notas de campo, os registos audiovisuais, os inquéritos por questionário e, por fim, o inquérito por entrevista.
A presente investigação contou com a participação de vinte jovens e da docente cooperante do 6.º ano do 2.º CEB.
Os resultados evidenciaram que, no início do estudo, os/as alunos/as não conseguiam estar concentrados/as e atentos/as ao longo das atividades; revelavam dificuldades em exprimir o que sentiam, o que tinham aprendido e como se manifestavam no jogo de mindfulness concretizado. Com o desenvolvimento da intervenção pedagógica contextualizada, observou- -se evolução nos comportamentos, nas atitudes e na postura dos/as discentes e, ainda, a aquisição de conhecimentos sobre a temática por parte dos/as discentes e da docente cooperante.
The 21st century has been marked by many adversities. One of the most recent challenges concerns the current exceptional public health emergency situation – the global pandemic caused by COVID-19. With the emergence of problems like this, it becomes essential to help children and young people to live with constant change, to face and accept the fears and situations that may arise, and to know how to manage their feelings and emotions. This study aimed to verify to what extent mindfulness practice contributes to the development of cognitive processes, specifically attention and concentration in 6th grade students of the 2nd Cycle of Basic Education (CEB), as well as to analyze to what extent the practice helps them become aware of their emotions and those of others. To answer these research questions, a mixed methodology was used and the case study method was employed, using several techniques and instruments for data collection, namely participant observation, field notes, audiovisual records, questionnaire surveys, and, finally, the interview survey. Twenty young students and the cooperating teacher from the 6th grade of the 2nd CEB participated in this research. The results showed that, at the beginning of the study, the students were unable to be concentrated and attentive throughout the activities; they revealed difficulties in expressing what they felt, what they had learned and how they manifested themselves in the mindfulness game. With the development of the contextualized pedagogical intervention, there was evolution in the behaviors, attitudes and posture of students and, also, the acquisition of knowledge on the subject by the students and the cooperating teacher.
The 21st century has been marked by many adversities. One of the most recent challenges concerns the current exceptional public health emergency situation – the global pandemic caused by COVID-19. With the emergence of problems like this, it becomes essential to help children and young people to live with constant change, to face and accept the fears and situations that may arise, and to know how to manage their feelings and emotions. This study aimed to verify to what extent mindfulness practice contributes to the development of cognitive processes, specifically attention and concentration in 6th grade students of the 2nd Cycle of Basic Education (CEB), as well as to analyze to what extent the practice helps them become aware of their emotions and those of others. To answer these research questions, a mixed methodology was used and the case study method was employed, using several techniques and instruments for data collection, namely participant observation, field notes, audiovisual records, questionnaire surveys, and, finally, the interview survey. Twenty young students and the cooperating teacher from the 6th grade of the 2nd CEB participated in this research. The results showed that, at the beginning of the study, the students were unable to be concentrated and attentive throughout the activities; they revealed difficulties in expressing what they felt, what they had learned and how they manifested themselves in the mindfulness game. With the development of the contextualized pedagogical intervention, there was evolution in the behaviors, attitudes and posture of students and, also, the acquisition of knowledge on the subject by the students and the cooperating teacher.
Description
Keywords
Mindfulness Relaxamento Concentração Atenção Inteligência emocional