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Pretende-se apresentar, neste ePoster, o Projeto de Investigação "Dançar com Emoção: Integração Educativa, Artística e Digital" (IPL/IDI&CA2024/DEm-IEAD_ESD), o qual explora a interseção entre dança criativa, inteligência emocional e educação digital para fortalecer competências socioemocionais de alunos do 3º Ciclo do Ensino Básico. Desenvolvido por dois docentes do ensino superior da Escola Superior de Dança, em colaboração com um diplomado e um estudante, o projeto reflete o desenvolvimento profissional docente e a formação contínua na investigação-ação.
A abordagem quasi-experimental inclui um grupo de intervenção e um grupo de controlo em dois contextos distintos: Agrupamento de Escolas D. Dinis (Lisboa) – Workshops pontuais de dança criativa com ferramentas digitais para explorar movimento e expressividade emocional; Agrupamento de Escolas José Cardoso Pires (Amadora) – Aulas regulares de dança criativa, integrando a convergência curricular.
O projeto visa desenvolver inteligência emocional e competências socioemocionais e inovar na pedagogia do ensino superior, articulando teoria e prática pedagógica ao incluir um diplomado e um estudante na equipa de investigação.
Este ePoster relata as ações em campo e os desafios na implementação das práticas pedagógicas, promovendo inteligência relacional através de empatia, comunicação e cooperação entre alunos e investigadores.
A utilização de tecnologias digitais cria ambientes imersivos, permitindo que os alunos explorem emoções através do movimento expressivo. Embora o projeto não explore diretamente a Inteligência Artificial, reconhece-se a sua importância emergente na educação digital.
Este projeto pretende contribuir para o desenvolvimento emocional e social dos alunos e demonstrar a relevância da convergência interdisciplinar na educação contemporânea, integrando arte, tecnologia e competências socioemocionais.
ABSTRACT - This ePoster presents the research project "Dancing with Emotion: Educational, Artistic, and Digital Integration" (IPL/IDI&CA2024/DEm-IEAD_ESD), which explores the intersection of creative dance, emotional intelligence, and digital education to strengthen the socio-emotional skills of students in the third cycle of basic education. Developed by two higher education faculty members from the School of Dance (Escola Superior de Dança), in collaboration with a graduate and a student, the project reflects faculty professional development and continuous training in action research. The quasi-experimental approach involves an intervention group and a control group across two distinct settings: the D. Dinis School Cluster (Lisbon)—featuring one-off creative dance workshops using digital tools to explore movement and emotional expressiveness; and the José Cardoso Pires School Cluster (Amadora)—featuring regular creative dance classes that integrate curricular convergence. The project aims to develop emotional intelligence and socio-emotional skills while innovating higher education pedagogy by bridging theory and practice through the inclusion of a graduate and a student in the research team. This ePoster reports on fieldwork activities and the challenges encountered in implementing pedagogical practices, fostering relational intelligence through empathy, communication, and cooperation between students and researchers. The use of digital technologies creates immersive environments, enabling students to explore emotions through expressive movement. Although the project does not directly explore Artificial Intelligence, it acknowledges its emerging importance in digital education. This project seeks to contribute to students' emotional and social development and to demonstrate the relevance of interdisciplinary convergence in contemporary education by integrating art, technology, and socio-emotional skills.
ABSTRACT - This ePoster presents the research project "Dancing with Emotion: Educational, Artistic, and Digital Integration" (IPL/IDI&CA2024/DEm-IEAD_ESD), which explores the intersection of creative dance, emotional intelligence, and digital education to strengthen the socio-emotional skills of students in the third cycle of basic education. Developed by two higher education faculty members from the School of Dance (Escola Superior de Dança), in collaboration with a graduate and a student, the project reflects faculty professional development and continuous training in action research. The quasi-experimental approach involves an intervention group and a control group across two distinct settings: the D. Dinis School Cluster (Lisbon)—featuring one-off creative dance workshops using digital tools to explore movement and emotional expressiveness; and the José Cardoso Pires School Cluster (Amadora)—featuring regular creative dance classes that integrate curricular convergence. The project aims to develop emotional intelligence and socio-emotional skills while innovating higher education pedagogy by bridging theory and practice through the inclusion of a graduate and a student in the research team. This ePoster reports on fieldwork activities and the challenges encountered in implementing pedagogical practices, fostering relational intelligence through empathy, communication, and cooperation between students and researchers. The use of digital technologies creates immersive environments, enabling students to explore emotions through expressive movement. Although the project does not directly explore Artificial Intelligence, it acknowledges its emerging importance in digital education. This project seeks to contribute to students' emotional and social development and to demonstrate the relevance of interdisciplinary convergence in contemporary education by integrating art, technology, and socio-emotional skills.
Descrição
Palavras-chave
Dança criativa Inteligência emocional Educação digital Competências socioemocionais Creative dance Emtional inteligence Social-emotional skills
Contexto Educativo
Citação
Marques, A. (2025). Inteligência relacional em movimento: Dança criativa e educação digital no desenvolvimento socioemocional. II Congresso Internacional Pedagogia XXI [Apresentação em Poster] Universidade Lusíada, Porto