Aprendizagem social e emocional: Reflexões sobre a teoria e a prática na escola portuguesa

Abstract

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. Palavras-chave:Aprendizagem social e emocional, Sucesso académico, Alterações curriculares, Ensino secundário português. INTRODUÇÃOA convicção de que para além da família, a escola e a sociedade deverão promover, de forma explícita, os aspetos sociais e emocionais do desenvolvimento de crianças e adolescentes, emergiu em consonância com a aceitação da diversidade do funcionamento humano. Assim, torna-se essencial que a Escola assuma um papel mais abrangente na promoção do desenvolvimento e na formação global de crianças e adolescentes, não incidindo apenas no seu desenvolvimento cognitivo, mas também no seu desenvolvimento social e emocional: as escolas serão melhor sucedidas na sua missão educacional se envidarem esforços para integrar a aprendizagem social e emocional na experiência educativa dos alunos, maximizando o seu potencial para o sucesso atual e futuro na vida pessoal e profissional (Elias et al

Emotional Skills And School Success: An Exploratory Study Of A Programme Of Systemic Intervention

“…These results are aligned with those of others' intervention programmes (Cacheiro & Martins, 2012;Costa & Faria, 2013;Paula, 2012), which emphasize the fundamental role of emotions in human development. Parents' responses to the emotions expressed by their children have important consequences in developing the capacity for emotional self-regulation and the development of coping strategies to deal with daily situations.…”

Emotional Skills And Promotion Of School Success: Preliminary Data Of An Intervention Programme With Parents

“…Above all, it aims at social and emotional learning as the process through which the individual develops social and emotional skills, including cognition, emotion and behaviour in the achievement and execution of important tasks in the relationship between parents and children (Tavares, 2015). These learning processes foster, through the use of different emotional, cognitive and interpersonal skills, the achievement of objectives relevant to the http: //dx.doi.org/10.15405/epsbs.2017.09.30 Corresponding Author: M. Ferreira Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 316 personal development of parents and, inherently, of their children (Costa & Faria, 2013). The benefits of socio-emotional learning, self-awareness, self-control, social awareness, interpersonal skills and responsible decision making (Cacheiro & Martins, 2012), are embodied in more adaptive social behaviours, the decrease of emotional stress, promotion of empathy, obtaining greater emotional skills and positive affections, with the optimization of subjective well-being (Costa & Faria, 2013).…”

“…These learning processes foster, through the use of different emotional, cognitive and interpersonal skills, the achievement of objectives relevant to the http: //dx.doi.org/10.15405/epsbs.2017.09.30 Corresponding Author: M. Ferreira Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 316 personal development of parents and, inherently, of their children (Costa & Faria, 2013). The benefits of socio-emotional learning, self-awareness, self-control, social awareness, interpersonal skills and responsible decision making (Cacheiro & Martins, 2012), are embodied in more adaptive social behaviours, the decrease of emotional stress, promotion of empathy, obtaining greater emotional skills and positive affections, with the optimization of subjective well-being (Costa & Faria, 2013). The same authors point out that social and emotional learning provides parents with the knowledge they need to identify and manage their emotions, which in practice will translate into a substantial increase in personal and social wellbeing levels, of both parents and children.…”

Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study

“…The promotion of social and emotional competencies within the Portuguese educational context has seen advances and retreats. Costa and Faria's ( 2013 ) analysis clearly presents the introduction of disciplinary areas at certain times in the last 30 years (example: Project Area, Personal, and Social Development) and their exclusion. They see a preference for performance-oriented education vs. the integration of the personal and social competencies and the search for greater understanding of their contribution to preventing academic failure (Costa and Faria, 2013 ).…”

“…According to Costa and Faria ( 2013 ) SEL in Portugal still has a long way to go toward its institutionalization in schools (2013, p. 419). Recently, however, we have witnessed a rising interest in this question by the Portuguese government.…”