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Abstract(s)
O presente trabalho de investigação teve lugar numa escola pública, com alunos do 3º ciclo do ensino básico, com idades compreendidas entre onze e treze anos, tendo como ponto de partida os objetivos e os conteúdos programáticos da disciplina de Educação Visual. Pretendeu-se verificar o impacto, a nível das perceções sobre o comportamento, de um programa de desenvolvimento de competências sócio emocionais num grupo de quarenta e três alunos, através da realização de atividades que envolveram o desenho, a pintura e a comunicação.
Mais especificamente, foram definidos os seguintes objetivos: verificar se há diferenças na perceção dos comportamentos dos alunos aos quais foi aplicado um programa de desenvolvimento de competências sócio emocionais, conhecer a perceção dos Encarregados de Educação relativamente ao comportamento dos alunos antes e depois da aplicação do programa e conhecer a inteligência emocional de um grupo de alunos do 7º ano do Ensino Básico. Para analisar comportamentos e emoções foi utilizada a escala Achenbach System of Empirically Based Assessment (ASEBA) (Achenbach, 1991, 2001). As suas nove escalas de síndromes permitiram-nos comparar as diferenças que os alunos apresentam, relativamente às duas fases da aplicação do programa. Para análise da inteligência emocional foi utilizada a escala de Wong and Law Emotional Intelligence Scale (WLEIS-2002), adaptação de Rodrigues, Rebelo e Coelho (2011).
Com base nos dados obtidos foi possível concluir que embora o programa tenha sido desenvolvido num curto espaço de tempo, os alunos selecionados apresentaram melhorias relativamente às síndromes analisadas, sendo as mudanças sentidas também pelos seus encarregados de educação, verificando-se estatisticamente de forma significativa na síndrome referente à ansiedade e depressão. A nível da inteligência emocional, grande parte dos alunos demonstrou reconhecer as suas próprias emoções, alguns reconhecem bem as emoções dos outros e uma minoria reconhece algumas dificuldades no uso das suas emoções.
The present research work was carried out in a public school with students from the 3rd cycle of basic education, aged between 11 and 13 years, starting from the objectives and the syllabus contents of the Visual Education discipline. The aim was to verify the impact, on the level of the perceptions about the behavior, of a program of development of socio-emotional competences in a group of forty-three students, through the accomplishment of activities that involved the drawing, the painting and the communication. More specifically, the following objectives were defined: to verify if there are differences in the perception of the behaviors of the students to whom a program of development of emotional, and social skills was applied and to know the emotional intelligence of a group of students of the 7th year of Basic Education. To analyze behaviors and emotions the Achenbach System of Empirically Based Assessment (ASEBA) scale was used (Achenbach, 1991, 2001). Their nine syndromes scales allowed us to compare the differences that students present in relation to the two phases of the application of the program. For the analysis of emotional intelligence, the Wong and Law Emotional Intelligence Scale (WLEIS-2002), adapted from Rodrigues, Rebelo and Coelho (2011) was used. Based on the data obtained, it was possible to conclude that, although the program was developed in a short period of time, the selected students presented improvements regarding the analyzed syndromes, and the changes were felt by their parents as well. syndrome related to anxiety and depression. At the level of emotional intelligence, most students have demonstrated their own emotions, some recognize the emotions of others, and a minority recognizes some difficulties in using their emotions.
The present research work was carried out in a public school with students from the 3rd cycle of basic education, aged between 11 and 13 years, starting from the objectives and the syllabus contents of the Visual Education discipline. The aim was to verify the impact, on the level of the perceptions about the behavior, of a program of development of socio-emotional competences in a group of forty-three students, through the accomplishment of activities that involved the drawing, the painting and the communication. More specifically, the following objectives were defined: to verify if there are differences in the perception of the behaviors of the students to whom a program of development of emotional, and social skills was applied and to know the emotional intelligence of a group of students of the 7th year of Basic Education. To analyze behaviors and emotions the Achenbach System of Empirically Based Assessment (ASEBA) scale was used (Achenbach, 1991, 2001). Their nine syndromes scales allowed us to compare the differences that students present in relation to the two phases of the application of the program. For the analysis of emotional intelligence, the Wong and Law Emotional Intelligence Scale (WLEIS-2002), adapted from Rodrigues, Rebelo and Coelho (2011) was used. Based on the data obtained, it was possible to conclude that, although the program was developed in a short period of time, the selected students presented improvements regarding the analyzed syndromes, and the changes were felt by their parents as well. syndrome related to anxiety and depression. At the level of emotional intelligence, most students have demonstrated their own emotions, some recognize the emotions of others, and a minority recognizes some difficulties in using their emotions.
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Keywords
Arte Educação artística Competências sócio emocionais Idade escolar Art Arts education Emotional partner skills School age