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Abstract(s)
O presente relatório final emerge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, inserida no último semestre do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico da Escola Superior de Educação de Lisboa, que prevê a realização de duas práticas de ensino supervisionadas, uma no 1.º e outra no 2.º CEB e, na sua sequência, a elaboração de um estudo empírico de cariz investigativo. A investigação apresentada no presente relatório assumiu como ponto de partida a problemática De que modo é possível trabalhar a consciência emocional, através da leitura de histórias, numa turma de 1.ºano, no decorrer do período letivo?, da qual emergiram dois objetivos de investigação: i) Caracterizar o conhecimento das emoções primárias (tristeza, alegria, medo, raiva, nojo, surpresa) em si e no outro; ii) Avaliar o impacto de uma intervenção utilizando a leitura de histórias no conhecimento das emoções primárias. Para o desenvolvimento do estudo, mobilizou-se uma metodologia mista, contando com a participação de 18 alunos, com análise quantitativa da realização de um questionário acerca do conhecimento emocional, pré e pós-intervenção e, análise de conteúdo realizada a partir de situações problema e das produções gráficas dos alunos (Tiras das Emoções), associadas às histórias infantis. Os resultados obtidos permitem-nos reconhecer que perante as médias gerais no Pós-Teste existiu uma maior compreensão das emoções após a intervenção com apoio das histórias infantis, sendo a maior diferença estatisticamente significativa observada ao nível da emoção Raiva. Assim, concluiu-se que a literatura infantil pode contribuir para o desenvolvimento da consciência emocional e, mais concretamente do conhecimento, reconhecimento e autorregulação das emoções primárias. Adicionalmente, inferimos que as emoções dos alunos poderão ser um motor para a construção de cidadãos conscientes, ativos e feliz. Em síntese, conclui-se, com a presente investigação, que a literatura infantil e o trabalho das histórias infantis pode fomentar o desenvolvimento da consciência emocional das crianças do 1.º CEB. Além disso, tendo em vista a construção da profissionalidade, enquanto futura professora, pretendo adotar comportamentos e atitudes à minha visão da educação e adaptar estratégias às necessidades dos alunos, valorizando a inclusão e a inovação.
This final report arises from the Supervised Teaching Practice II course, which is part of the final semester of the Master’s program in Primary Education and Mathematics and Natural Sciences Education at the Escola Superior de Educação de Lisboa. This course includes two supervised teaching practices, one in the 1st cycle and another in the 2nd cycle of Basic Education, followed by the preparation of an empirical research study. The research presented in this report was based on the question: "How can emotional awareness be developed through storytelling in a 1st-grade classroom during the school year?" Two research objectives emerged from this question: i) To characterize the knowledge of primary emotions (sadness, joy, fear, anger, disgust, surprise) in oneself and others; ii) To evaluate the impact of an intervention using storytelling on the knowledge of primary emotions. For the development of the study, a mixed-methods approach was employed, involving the participation of 18 students. The study included quantitative analysis through a questionnaire on emotional knowledge administered pre- and post-intervention, and qualitative content analysis of problem situations and students' graphic productions (Emotion Strips), associated with children’s stories. The results indicate that the general means in the Post-Test showed a greater understanding of emotions following the intervention with the support of children's literature, with the most statistically significant difference observed in the emotion of Anger. Thus, it was concluded that children's literature can contribute to the development of emotional awareness, specifically the knowledge, recognition, and self-regulation of primary emotions. Additionally, it was inferred that students' emotions could serve as a driving force in the development of conscious, active, and happy citizens. In summary, this research concludes that children's literature and the use of children’s stories can promote the development of emotional awareness in 1st-grade students. In addition, intending to build professionalism, as a future teacher, I intend to adopt behaviors and attitudes to my vision of education and adapt strategies to the needs of students, valuing inclusion and innovation.
This final report arises from the Supervised Teaching Practice II course, which is part of the final semester of the Master’s program in Primary Education and Mathematics and Natural Sciences Education at the Escola Superior de Educação de Lisboa. This course includes two supervised teaching practices, one in the 1st cycle and another in the 2nd cycle of Basic Education, followed by the preparation of an empirical research study. The research presented in this report was based on the question: "How can emotional awareness be developed through storytelling in a 1st-grade classroom during the school year?" Two research objectives emerged from this question: i) To characterize the knowledge of primary emotions (sadness, joy, fear, anger, disgust, surprise) in oneself and others; ii) To evaluate the impact of an intervention using storytelling on the knowledge of primary emotions. For the development of the study, a mixed-methods approach was employed, involving the participation of 18 students. The study included quantitative analysis through a questionnaire on emotional knowledge administered pre- and post-intervention, and qualitative content analysis of problem situations and students' graphic productions (Emotion Strips), associated with children’s stories. The results indicate that the general means in the Post-Test showed a greater understanding of emotions following the intervention with the support of children's literature, with the most statistically significant difference observed in the emotion of Anger. Thus, it was concluded that children's literature can contribute to the development of emotional awareness, specifically the knowledge, recognition, and self-regulation of primary emotions. Additionally, it was inferred that students' emotions could serve as a driving force in the development of conscious, active, and happy citizens. In summary, this research concludes that children's literature and the use of children’s stories can promote the development of emotional awareness in 1st-grade students. In addition, intending to build professionalism, as a future teacher, I intend to adopt behaviors and attitudes to my vision of education and adapt strategies to the needs of students, valuing inclusion and innovation.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Emoções primárias Consciência emocional Conhecimento emocional Literatura infantil Histórias Infantis Primary emotions Emotional awareness Emotional knowledge Children's literature Children's stories
Citation
Verde, C. M. V. (2024). A promoção da consciência emocional, no 1.º CEB, com recurso a literatura Infantil (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17954