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Abstract(s)
O presente relatório tem como tema a prática de Mindfulness em contexto do 1º Ciclo do
Ensino Básico.
Este trabalho nasceu da motivação de salientar a relevância da autoestima e da ansiedade na
aprendizagem e de enfatizar a importância de um ensino mais humano, centrado nos valores
da vida onde impera a visão holística da escola.
Relaciona-se com uma investigação maioritariamente qualitativa, inscrita no paradigma
construtivista, que procura associar os fundamentos teóricos da investigação em educação
com as experiências observadas e vividas no contexto de 1º ciclo de Ensino Básico, no âmbito
da Prática de Ensino Supervisionada do Mestrado de Educação de inglês no 1º Ciclo.
Este estudo visa compreender os efeitos da prática de Mindfulness na redução da ansiedade
e na melhoria da autoestima e de que modo pode contribuir para uma melhor aprendizagem
e, deste modo, ser trabalhado em paralelo com os objetivos a cumprir do currículo escolar.
Face a estas considerações, este trabalho constitui uma investigação-ação recorrendo às
metodologias qualitativas (notas de campo, análise de documentos, observação) mas também
à metodologia quantitativa (questionários), para aferir qual o impacto da aplicação de práticas
de Mindfulness em contexto escolar.
Os resultados deste estudo indicam que a inclusão desta prática pode ter um aspeto facilitador
na aprendizagem e incute valores para a vida.
This report has as its theme the practice of Mindfulness in the context of Primary Education. This work was born from a desire to emphasize the relevance of self-esteem and anxiety in learning and to emphasize the importance of humane teaching, centered on the values of life where the holistic view of the school is paramount. Its inset is mostly qualitative research, inscribed in the constructivist paradigm which seeks to associate the theoretical foundations of research in education with the experiences observed and lived in the context of Primary Education, within the scope of the Supervised Teaching Practice of the Master of Education in English in the Primary Education. This study aims to understand the effects of Mindfulness practice on reducing anxiety and improving self-esteem and how it can contribute to better learning and thus be worked in parallel with the objectives to be fulfilled in the school curriculum. In view of these considerations, this work constitutes an action-research using qualitative (field notes, document analysis, observation) and quantitative (questionnaires) methodologies to assess the impact of applying Mindfulness practices in the school context. The results of this study indicate that the inclusion of this practice can have a facilitating aspect in learning and instill values in life.
This report has as its theme the practice of Mindfulness in the context of Primary Education. This work was born from a desire to emphasize the relevance of self-esteem and anxiety in learning and to emphasize the importance of humane teaching, centered on the values of life where the holistic view of the school is paramount. Its inset is mostly qualitative research, inscribed in the constructivist paradigm which seeks to associate the theoretical foundations of research in education with the experiences observed and lived in the context of Primary Education, within the scope of the Supervised Teaching Practice of the Master of Education in English in the Primary Education. This study aims to understand the effects of Mindfulness practice on reducing anxiety and improving self-esteem and how it can contribute to better learning and thus be worked in parallel with the objectives to be fulfilled in the school curriculum. In view of these considerations, this work constitutes an action-research using qualitative (field notes, document analysis, observation) and quantitative (questionnaires) methodologies to assess the impact of applying Mindfulness practices in the school context. The results of this study indicate that the inclusion of this practice can have a facilitating aspect in learning and instill values in life.
Description
Keywords
Mindfulness Autoestima Autoconceito Ansiedade Aprendizagem Self-esteem Self-concept Anxiety Learning
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação