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Aprendizagem socioemocional no ensino do inglês do 1º Ciclo: Uma abordagem essencial para o desenvolvimento integral dos alunos
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O presente relatório resulta da Prática de Ensino Supervisionada (PES) realizada no 1.º Ciclo do Ensino Básico e centra-se na integração da Aprendizagem Socioemocional (ASE) nas aulas de inglês. O estudo procurou compreender de que forma a ASE pode ser incorporada intencionalmente na prática pedagógica e de que modo contribui para o desenvolvimento emocional e para o envolvimento dos alunos. A investigação seguiu uma abordagem qualitativa, enquadrada na metodologia de investigação-ação, recorrendo a instrumentos como planificações, diário de bordo, registos de aula e focus groups.
Os resultados evidenciam que a inclusão da ASE favoreceu a motivação, a participação e a confiança dos alunos, especialmente em atividades de expressão oral. As estratégias implementadas — como storytelling, jogos cooperativos e dinâmicas de reflexão — permitiram trabalhar emoções, promover a empatia e desenvolver competências relacionais, contribuindo igualmente para a criação de um clima de sala de aula mais seguro, positivo e acolhedor. Observou-se também que os alunos passaram a encarar o erro como parte do processo de aprendizagem, demonstrando maiores níveis de autorregulação e abertura à comunicação.
Conclui-se que o ensino do inglês constitui um contexto privilegiado para promover competências socioemocionais, potenciando aprendizagens mais significativas e integradas. O estudo reforça a importância de práticas educativas que valorizem a dimensão emocional no processo de ensino-aprendizagem e destaca o papel do professor como mediador de experiências que promovem o bem-estar e o desenvolvimento integral das criança
This report is the result of Supervised Teaching Practice (STP) carried out in the 1st Cycle of Basic Education and focuses on the integration of Social and Emotional Learning (SEL) into English classes. The study sought to understand how SEL can be intentionally incorporated into teaching practice and how it contributes to students' emotional development and engagement. The research followed a qualitative approach, framed within the action research methodology, using instruments such as lesson plans, logbooks, class records, and focus groups. The results show that the inclusion of ASE fostered motivation, participation and confidence among students, especially in oral expression activities. The strategies implemented — such as storytelling, cooperative games and dynamics of reflection — allowed students to work on their emotions, promote empathy and develop social skills, while also contributing to the creation of a safer, more positive and welcoming classroom environment. It was also observed that students began to view mistakes as part of the learning process, demonstrating higher levels of self-regulation and openness to communication. It can be concluded that English language teaching provides a privileged context for promoting socio-emotional skills, enabling more meaningful and integrated learning. The study reinforces the importance of educational practices that value the emotional dimension in the teaching-learning process and highlights the role of the teacher as a mediator of experiences that promote children's well-being and holistic development
This report is the result of Supervised Teaching Practice (STP) carried out in the 1st Cycle of Basic Education and focuses on the integration of Social and Emotional Learning (SEL) into English classes. The study sought to understand how SEL can be intentionally incorporated into teaching practice and how it contributes to students' emotional development and engagement. The research followed a qualitative approach, framed within the action research methodology, using instruments such as lesson plans, logbooks, class records, and focus groups. The results show that the inclusion of ASE fostered motivation, participation and confidence among students, especially in oral expression activities. The strategies implemented — such as storytelling, cooperative games and dynamics of reflection — allowed students to work on their emotions, promote empathy and develop social skills, while also contributing to the creation of a safer, more positive and welcoming classroom environment. It was also observed that students began to view mistakes as part of the learning process, demonstrating higher levels of self-regulation and openness to communication. It can be concluded that English language teaching provides a privileged context for promoting socio-emotional skills, enabling more meaningful and integrated learning. The study reinforces the importance of educational practices that value the emotional dimension in the teaching-learning process and highlights the role of the teacher as a mediator of experiences that promote children's well-being and holistic development
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Aprendizagem socioemocional Ensino do Inglês 1.º Ciclo Competências socioemocionais Investigação-ação PES Social and emotional learning English education Primary education Social and emotional skills Action research STP