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A influência da abordagem socioemocional na aprendizagem de inglês como língua estrangeira no 1º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
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| 12.39 MB | Adobe PDF |
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Abstract(s)
O presente relatório foi desenvolvido no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino do Inglês no 1.º Ciclo do Ensino Básico e centra-se na articulação entre a aprendizagem da língua inglesa e o desenvolvimento de competências sacio-emocionais. Partindo da importância crescente de uma abordagem educativa mais holística, este trabalho propõe uma reflexão sobre o papel das emoções no processo de ensino-aprendizagem, especialmente nas primeiras etapas do percurso escolar.
Com base em referenciais teóricos que valorizam a Aprendizagem Socioemocional, esta investigação explora possibilidades pedagógicas que promovam simultaneamente o desenvolvimento emocional e a aprendizagem do inglês como língua estrangeira. São ainda discutidas as implicações educativas desta articulação, bem como o contributo do professor para promover aprendizagens com relevância pessoal e um ambiente de sala de aula onde o bem-estar dos alunos é valorizado
A estrutura do relatório inclui uma fundamentação teórica, a descrição do enquadramento metodológico, a apresentação da intervenção realizada em contexto de estágio, a análise dos dados recolhidos e, por fim, uma reflexão crítica sobre o percurso desenvolvido. Este trabalho procura contribuir para o aprofundamento da investigação no cruzamento entre a dimensão emocional e o ensino de línguas estrangeiras em contextos de ensino básico.
This report was developed within the scope of the Supervised Teaching Practice of the master's degree in teaching English in Primary Education. lt focuses on the connection between English language learning and the development of students' social and emotional competences. Based on the growing relevance of a more holistic educational approach, this work offers a reflection on the role of emotions in the teaching and learning process, particularly during the early years of schooling. Grounded in theoretical frameworks that value Social and Emotional Learning (SEL), this research explores pedagogical possibilities that foster both emotional evelopment and the learning of English as a foreign language. lt also discusses the educational implications of this connection, as well as the teacher's contribution to promoting personally meaningful learning experiences anda classroom environment in which student well-being is valued. The report includes a theoretical foundation, a description of the methodological approach, the presentation of the pedagogical intervention carried out during the supervised teaching practice, an analysis of the collected data, and a criticai reflection on the path followed. This work aims to contribute to the ongoing research on the intersection between emotional development and foreign language education in primary school contexts.
This report was developed within the scope of the Supervised Teaching Practice of the master's degree in teaching English in Primary Education. lt focuses on the connection between English language learning and the development of students' social and emotional competences. Based on the growing relevance of a more holistic educational approach, this work offers a reflection on the role of emotions in the teaching and learning process, particularly during the early years of schooling. Grounded in theoretical frameworks that value Social and Emotional Learning (SEL), this research explores pedagogical possibilities that foster both emotional evelopment and the learning of English as a foreign language. lt also discusses the educational implications of this connection, as well as the teacher's contribution to promoting personally meaningful learning experiences anda classroom environment in which student well-being is valued. The report includes a theoretical foundation, a description of the methodological approach, the presentation of the pedagogical intervention carried out during the supervised teaching practice, an analysis of the collected data, and a criticai reflection on the path followed. This work aims to contribute to the ongoing research on the intersection between emotional development and foreign language education in primary school contexts.
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Keywords
Aprendizagem socioemocional Ensino de inglês Motivação Ensino no 1.º ciclo Abordagem holística Social and emotional learning English language teaching Motivation Primary education Holistic approach
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CC License
Without CC licence