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O presente estudo assume como objetivo geral explorar as perspetivas de diferentes agentes educativos face à promoção do desenvolvimento socioemocional em contexto escolar. A pertinência deste estudo tem por base a revisão do conhecimento científico atual sobre o tema do desenvolvimento socioemocional em contexto escolar, que salienta a importância e os ganhos de diversa ordem que este processo acarreta para os alunos. Assim, procurou-se perceber junto de diferentes agentes educativos a valorização que estes oferecem ao desenvolvimento socioemocional, explorar as estratégias que os mesmos adotam nesse sentido, e qual consideram ser o impacto desse processo nos alunos. Neste sentido, foram realizadas entrevistas semiestruturadas com cinco agentes educativos que foram posteriormente transcritas e analisadas através do software NVivo 12. Os principais resultados a destacar relacionam-se com a valorização e operacionalização do desenvolvimento socioemocional por todos os participantes, bem como o reconhecimento de resultados positivos decorrentes desse processo, tanto a nível comportamental, como a nível emocional e social. Assim, pelo impacto positivo da promoção de competências socioemocionais nos alunos, esta deveria assumir-se como uma das bases do processo educativo, implementando uma abordagem nas escolas caracterizada pela lógica preventiva e promotora.
The general goal of the following study is to explore the perspectives of different educational agents owning to the promotion of the socioemocional learning in the scholar context. The relevance of this study finds its base in the current scientific knowledge revision about the socioemocional learning in the scholar context that stresses the importance and the advantages in various areas that this process brings about for the students. This way, the presented research, with the help of the educational agents, tried to understand the appreciation of these for the socioemotional learning, tried to explore the strategies which these agents adopt in this meaning and tried to find out what these agents considered was the impact of this process on the students. In this meaning, interviews with five educational agents were carried out which then were transcribed and analysed using the NVivo 12 software. The primary results relate to the appreciation and operationalization of all the participants as well as the acknowledgment of the positive results that elapse from this process, in the behavioural level and in the emotional and social level. This way, because of the positive promotion of the socioemotional abilities in the students, this should come out as one of foundations of the educational process by implementing an approach in the schools that is characterised by the preventive and promotional logic.
The general goal of the following study is to explore the perspectives of different educational agents owning to the promotion of the socioemocional learning in the scholar context. The relevance of this study finds its base in the current scientific knowledge revision about the socioemocional learning in the scholar context that stresses the importance and the advantages in various areas that this process brings about for the students. This way, the presented research, with the help of the educational agents, tried to understand the appreciation of these for the socioemotional learning, tried to explore the strategies which these agents adopt in this meaning and tried to find out what these agents considered was the impact of this process on the students. In this meaning, interviews with five educational agents were carried out which then were transcribed and analysed using the NVivo 12 software. The primary results relate to the appreciation and operationalization of all the participants as well as the acknowledgment of the positive results that elapse from this process, in the behavioural level and in the emotional and social level. This way, because of the positive promotion of the socioemotional abilities in the students, this should come out as one of foundations of the educational process by implementing an approach in the schools that is characterised by the preventive and promotional logic.
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Desenvolvimento socioemocional Contexto escolar Agentes educativos Socialemotional learning Scholar context Educational agents