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Resumo(s)
O presente relatório surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II (PES II), integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico. Partindo da experiência desenvolvida com uma turma do 2.º ano do 1.º Ciclo, o estudo centra-se na problemática: de que forma as atividades artísticas visuais contribuem para a construção da noção de emoção em crianças do 1.º Ciclo do Ensino Básico. A investigação pretende compreender de que modo as práticas artísticas, enquanto espaço de expressão simbólica e emocional, podem potenciar o desenvolvimento socioemocional das crianças, ajudando-as a entender-se melhor a si mesmas e às pessoas que as rodeiam. Para tal, definiram-se três objetivos orientadores: (i) investigar de que forma as crianças expressam e reconhecem emoções ao longo do processo de criação artística e nas suas interações verbais sobre as produções, (ii) analisar as produções artísticas realizadas pelas crianças como representações simbólicas das emoções, considerando o uso da cor, da forma, da textura e da composição, e (iii) refletir sobre o contributo das práticas artísticas visuais para o desenvolvimento das dimensões socioemocional e relacional. A metodologia adotada enquadra-se no paradigma qualitativo, de natureza exploratória e baseada na prática, desenvolvida no contexto da Prática de Ensino Supervisionada. A recolha de dados foi sustentada por múltiplos instrumentos: notas de campo, gravações e imagens de produções artísticas, permitindo uma compreensão mais detalhada das formas de expressão verbal, artística e social que as crianças demonstraram durante as sessões. Os resultados evidenciam que a prática sistemática de atividades de expressão visual constitui um meio privilegiado de acesso à dimensão emocional da infância. As produções artísticas revelaram-se não apenas um espaço de criatividade e comunicação, mas também um instrumento de reconhecimento e regulação emocional, favorecendo atitudes de empatia, cooperação e respeito mútuo. As interações observadas demonstraram que, através da arte, as crianças ampliam a compreensão das suas próprias emoções e das emoções dos outros, reforçando o papel da escola como contexto promotor de expressão, compreensão e valorização emocional. Conclui-se que as artes visuais, enquanto linguagem simbólica, assumem um papel fundamental na formação integral da criança, permitindo articular dimensões cognitivas, afetivas e sociais do desenvolvimento.
This report was developed within the scope of the Supervised Teaching Practice II (PES II) course unit, part of the Master’s Degree in Primary Education and in Portuguese and History and Geography of Portugal Teaching for the 2nd Cycle of Basic Education. Based on the experience carried out with a 2nd-grade class of the 1st Cycle of Basic Education, the study focuses on the following research question: how do visual art activities contribute to the construction of the notion of emotion in children of the 1st Cycle of Basic Education? The investigation aimed to understand how artistic practices, as spaces for symbolic and emotional expression, can foster children’s socio-emotional development and their awareness of self and others. Three guiding objectives were defined: (i) To investigate how children express and recognize emotions throughout the artistic creation process and in their verbal interactions about their artworks, (ii) to analyse the artworks produced by children as symbolic representations of emotions, considering the use of colour, form, texture, and composition, and (iii) to reflect on the contribution of visual arts practices to the development of socio-emotional and relational dimensions. The research followed a qualitative, practice-based methodology, implemented within the context of the Supervised Teaching Practice. Data collection relied on multiple instruments, observation records, field notes, questionnaires, audio recordings, and artistic productions, allowing for an in-depth understanding of the children’s verbal, graphic, and relational expressions throughout the sessions. The results show that the systematic use of visual art activities represents a privileged means of accessing children’s emotional dimension. Artistic creations proved to be not only spaces for creativity and communication but also tools for emotional awareness and regulation, promoting empathy, cooperation, and mutual respect. The observed interactions demonstrated that, through art, children expanded their understanding of their own emotions and those of others, reinforcing the role of the school as a space that promotes expression, comprehension, and appreciation of emotions. It is concluded that visual arts, as a symbolic language, play a fundamental role in the integral development of children by interconnecting cognitive, affective, and social dimensions. Artistic practice in educational contexts thus emerges as a fertile path for cultivating sensitivity, empathy, and emotional awareness, essential pillars of a truly humanizing education.
This report was developed within the scope of the Supervised Teaching Practice II (PES II) course unit, part of the Master’s Degree in Primary Education and in Portuguese and History and Geography of Portugal Teaching for the 2nd Cycle of Basic Education. Based on the experience carried out with a 2nd-grade class of the 1st Cycle of Basic Education, the study focuses on the following research question: how do visual art activities contribute to the construction of the notion of emotion in children of the 1st Cycle of Basic Education? The investigation aimed to understand how artistic practices, as spaces for symbolic and emotional expression, can foster children’s socio-emotional development and their awareness of self and others. Three guiding objectives were defined: (i) To investigate how children express and recognize emotions throughout the artistic creation process and in their verbal interactions about their artworks, (ii) to analyse the artworks produced by children as symbolic representations of emotions, considering the use of colour, form, texture, and composition, and (iii) to reflect on the contribution of visual arts practices to the development of socio-emotional and relational dimensions. The research followed a qualitative, practice-based methodology, implemented within the context of the Supervised Teaching Practice. Data collection relied on multiple instruments, observation records, field notes, questionnaires, audio recordings, and artistic productions, allowing for an in-depth understanding of the children’s verbal, graphic, and relational expressions throughout the sessions. The results show that the systematic use of visual art activities represents a privileged means of accessing children’s emotional dimension. Artistic creations proved to be not only spaces for creativity and communication but also tools for emotional awareness and regulation, promoting empathy, cooperation, and mutual respect. The observed interactions demonstrated that, through art, children expanded their understanding of their own emotions and those of others, reinforcing the role of the school as a space that promotes expression, comprehension, and appreciation of emotions. It is concluded that visual arts, as a symbolic language, play a fundamental role in the integral development of children by interconnecting cognitive, affective, and social dimensions. Artistic practice in educational contexts thus emerges as a fertile path for cultivating sensitivity, empathy, and emotional awareness, essential pillars of a truly humanizing education.
Descrição
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 Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Palavras-chave
Artes visuais Emoções Educação emocional 1.º Ciclo do ensino básico Expressão artística Visual arts Emotions Emotional education Primary education Artistic expression
Contexto Educativo
Citação
Marques, M. D. C. (2025). Compreender as emoções através da arte: um estudo com crianças do 1.º CEB [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. http://hdl.handle.net/10400.21/22574