Aprendizagens Socioemocionais: uma intervenção com alunos do Ensino Básico

Abstract

This report details the course of the curricular internship conducted at the Areosa Elementary and Middle School (EB 2/3), part of the António Nobre School District, within the framework of the educational initiatives of the Student and Family Support Office. The internship focused on promoting social-emotional learning (SEL) as a foundation for students' personal and social development. To this end, students from two classes - one in 6th grade and the other in 8th grade - were involved. These classes presented challenges in peer interactions, disinterest and apathy toward classroom dynamics, low self-esteem, difficulties with emotional regulation, and a weakened sense of belonging to the educational community. In this regard, the intervention consisted of developing activities organised according to each class's specific profile, to increase their participation in school life and promote their autonomy and sense of personal and group responsibility. Based on these objectives, and using a qualitative and participatory methodology, the work was characterised by a dynamic that required continuous reworking of the intervention to the students' daily experiences. Through active listening and socio-emotional exploration strategies, the aim was to strengthen interpersonal bonds and create spaces for emotional expression and collective reflection that would contribute to students' personal and social development, enhancing their autonomy, their sense of belonging to the school and their class, as well as their sense of individual and social responsibility. The program's outcomes suggest that social-emotional learning is an essential component of school education, influencing students' increased interest in school and improving their academic performance.