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Advisor(s)
Abstract(s)
O presente projeto teve como objetivo geral propor linhas orientadoras e
inovadoras para o Desenvolvimento Socioemocional no pré-escolar e 1º ciclo, com vista
à Educação para a Cidadania Global (ECG). Pretendeu-se apoiar as escolas no
desenvolvimento de competências de Cidadania Global (CG), em articulação com as
suas missões e visões.
Para a elaboração do documento, foi realizado um enquadramento teórico que
considerou os conceitos de CG e ECG e a forma como os mesmos têm sido explorados,
nomeadamente em Portugal, bem como alguns estudos relacionados com o
Desenvolvimento de Competências Socioemocionais e de Inovação em Educação.
Foram realizadas visitas a três escolas em Lisboa, que propõem programas e
estratégias para o desenvolvimento de competências de ECG e ainda entrevistada uma
especialista na área da Educação Socioemocional e da Educação para a Paz. Para a
recolha de dados, foram realizadas observações, entrevistas e um workshop que deu a
possibilidade aos docentes de refletirem sobre estes conceitos e apresentarem ideias e
estratégias para o desenvolvimento de ECG em contextos específicos.
Os dados recolhidos junto dos participantes, através de gravações áudio e vídeo,
foram posteriormente analisados, através de uma metodologia qualitativa de caráter
interpretativo.
A proposta apresentada teve em conta o enquadramento teórico e algumas
metodologias propostas na literatura, as observações realizadas e as reflexões
partilhadas pelos participantes. Sugerem-se orientações para que os professores e
educadores possam desenvolver estas competências, enquadrando-as nas suas realidades
e contextos e adaptando-as aos seus alunos e alunas. São propostas estratégias
inovadoras para o desenvolvimento de determinadas competências consideradas
essenciais no quadro da ECG e faz-se referência a programas, materiais e livros de
literatura infantil, que poderão ser explorados pelos docentes.
É ainda proposto um modelo de encontros de professores, que convida à
reflexão conjunta, e que permite a planificação de aulas, articulando o contexto e
realidade da escola, as competências socioemocionais para a ECG e o currículo.
The present project aimed to propose general guidelines and innovative approaches for Socioemotional Development in preschool and primary education, with a focus on Global Citizenship Education (GCE). To create this document, a theoretical framework was established, considering the concepts of GC and GCE and how they have been explored, particularly in Portugal. This framework also included related studies on Socioemotional Skills Development and Innovation in Education. Visits were made to three schools in Lisbon that offer programs and strategies for developing GCE skills. Additionally, an expert in Socioemotional Education and Peace Education was interviewed. Data collection involved observations, interviews, and a workshop that allowed teachers to reflect on these concepts and present ideas and strategies for GCE development in specific contexts. Data from participants, collected through audio and video recordings, were later analyzed using a qualitative interpretative methodology. The proposal presented took into account the theoretical framework, some methodologies proposed in the literature, observations made, and reflections shared by the participants. Guidelines are suggested for teachers to develop these skills, integrating them into their realities and contexts and adapting them to their students. Innovative strategies are proposed for the development of specific skills considered essential within the GCE framework. The document also references programs, materials, and children's literature books that can be explored by teachers. A model of teacher meetings is also proposed, which encourages joint reflection and allows for lesson planning, aligning the school's context and reality, socioemotional skills for GCE, and the curriculum.
The present project aimed to propose general guidelines and innovative approaches for Socioemotional Development in preschool and primary education, with a focus on Global Citizenship Education (GCE). To create this document, a theoretical framework was established, considering the concepts of GC and GCE and how they have been explored, particularly in Portugal. This framework also included related studies on Socioemotional Skills Development and Innovation in Education. Visits were made to three schools in Lisbon that offer programs and strategies for developing GCE skills. Additionally, an expert in Socioemotional Education and Peace Education was interviewed. Data collection involved observations, interviews, and a workshop that allowed teachers to reflect on these concepts and present ideas and strategies for GCE development in specific contexts. Data from participants, collected through audio and video recordings, were later analyzed using a qualitative interpretative methodology. The proposal presented took into account the theoretical framework, some methodologies proposed in the literature, observations made, and reflections shared by the participants. Guidelines are suggested for teachers to develop these skills, integrating them into their realities and contexts and adapting them to their students. Innovative strategies are proposed for the development of specific skills considered essential within the GCE framework. The document also references programs, materials, and children's literature books that can be explored by teachers. A model of teacher meetings is also proposed, which encourages joint reflection and allows for lesson planning, aligning the school's context and reality, socioemotional skills for GCE, and the curriculum.
Description
Trabalho de projeto de mestrado, Educação (Área de Especialidade em Inovação em Educação), Universidade de Lisboa, Instituto de Educação, 2023
Keywords
Educação para a cidadania Competências socioemocionais Inovação Aprendizagem activa Trabalhos de projeto de mestrado - 2023