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Onde o coração aprende: Relações socioemocionais e a motivação das crianças no ensino de inglês no 1.º Ciclo do Ensino Básico
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No ensino de inglês no 1.º Ciclo do Ensino Básico, a criação de ambientes de aprendizagem acolhedores e emocionalmente seguros assume um papel central no envolvimento e na motivação dos alunos. Quando as práticas pedagógicas valorizam as relações socioemocionais, as crianças tendem a participar de forma mais ativa nas atividades, desenvolvendo
simultaneamente competências linguísticas, emocionais e sociais. Um clima de sala de aula marcado pela empatia, pela confiança e pelo respeito reduz o medo do erro, particularmente relevante na aprendizagem de uma língua estrangeira, e favorece uma maior disponibilidade para comunicar, experimentar e aprender. Estes ambientes educativos contribuem para uma aprendizagem mais eficaz e significativa do inglês, promovendo o bem-estar, a autoconfiança e competências como a cooperação e o trabalho em equipa.
Neste enquadramento, o presente relatório inscreve-se numa abordagem qualitativa, de natureza investigação-ação, desenvolvida em contexto de estágio no ensino de inglês do 1.º Ciclo.
O estudo descreve a conceção, implementação e análise de atividades e projetos pedagógicos que integram intencionalmente a dimensão socioemocional no processo de ensino aprendizagem.
Através de propostas de trabalho colaborativo e de estratégias centradas no bem estar emocional, procurou-se promover a participação ativa dos alunos, o desenvolvimento de relações interpessoais positivas e o reforço da motivação para aprender inglês.
A análise dos dados recolhidos, com recurso a diferentes instrumentos de investigação, evidencia o contributo desta abordagem para a construção de um ambiente de sala de aula mais inclusivo, solidário e favorável à aprendizagem.
In the teaching of English in Primary Education, the creation of supportive and emotionally safe learning environments plays a central role in students’ engagement and motivation. When pedagogical practices value socioemotional relationships, children tend to participate more actively in classroom activities, simultaneously developing linguistic, emotional, and social competences. A classroom climate characterised by empathy, trust, and respect helps reduce fear of making mistakes, which is particularly relevant in foreign language learning, and fosters a greater willingness to communicate, experiment, and learn. These educational environments contribute to more effective and meaningful English learning, while also promoting students’ wellbeing, self-confidence, and competences such as cooperation and teamwork. Within this framework, the present report adopts a qualitative approach, grounded in action research, developed in the context of a teaching practicum in Primary English education. The study describes the design, implementation, and analysis of pedagogical activities and projects that intentionally integrate the socioemotional dimension into the teaching and learning process. Through collaborative learning tasks and strategies focused on emotional well-being, the intervention sought to promote students’ active participation, the development of positive interpersonal relationships, and increased motivation to learn English. The analysis of the data collected through different research instruments highlights the contribution of this approach to the construction of a more inclusive, supportive, and learningoriented classroom environment.
In the teaching of English in Primary Education, the creation of supportive and emotionally safe learning environments plays a central role in students’ engagement and motivation. When pedagogical practices value socioemotional relationships, children tend to participate more actively in classroom activities, simultaneously developing linguistic, emotional, and social competences. A classroom climate characterised by empathy, trust, and respect helps reduce fear of making mistakes, which is particularly relevant in foreign language learning, and fosters a greater willingness to communicate, experiment, and learn. These educational environments contribute to more effective and meaningful English learning, while also promoting students’ wellbeing, self-confidence, and competences such as cooperation and teamwork. Within this framework, the present report adopts a qualitative approach, grounded in action research, developed in the context of a teaching practicum in Primary English education. The study describes the design, implementation, and analysis of pedagogical activities and projects that intentionally integrate the socioemotional dimension into the teaching and learning process. Through collaborative learning tasks and strategies focused on emotional well-being, the intervention sought to promote students’ active participation, the development of positive interpersonal relationships, and increased motivation to learn English. The analysis of the data collected through different research instruments highlights the contribution of this approach to the construction of a more inclusive, supportive, and learningoriented classroom environment.
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Relações socioemocionais Comportamento Motivação Ambientes acolhedores Desenvolvimento emocional Socioemotional relationships Behavior Motivation Supportive environments Emotional development