Programas de intervenção para o desenvolvimento de competências socioemocionais: Uma revisão crítica dos enquadramentos SEL e SEAL

Vítor Alexandre Coelho, Marta Marchante, Vanda Sousa, Ana Maria Romão

Resumo


Nos últimos anos tem aumento o interesse nos programas de desenvolvimento de competências socioemocional baseadas em escolas, face à perceção incrementadas destas como cruciais para o sucesso na vida e na escola. Este aumento impulsionou a criação de medidas legislativas de suporte e orientação nos Estados Unidos (Social and Emotional Learning - SEL) e em Inglaterra (Social and Emotional Aspects of Learning - SEAL). O presente artigo pretende analisar as semelhanças e as diferenças entre as duas abordagens, comparando vários pontos cruciais como objetivos, âmbito de intervenção, estratégia de implementação, formatos dos programas, implementadores empregues e a adequação da implementação dos programas com o respetivo enquadramento teórico. Adicionalmente será analisada a eficácia e a efetividade de cada abordagem, contemplando questões como a existências de diferenças de género no impacto de programas de desenvolvimento socioemocional, bem como a importância de envolver múltiplos informantes na avaliaçao dos resultados. Em suma, pretendeu-se analisar criticamente estas abordagens de forma a apoiar a implementação de programas eficazes em Portugal, bem como identificar as temáticas que requerem investigação adicional. Pode-se concluir que são necessários estudos adicionais sobre a efetividade, o formato mais adequado e o impacto do género sobre os programas de desenvolvimento socioemocional.

Palavras-chave


Desenvolvimento socioemocional, Implementação de programas, Eficácia, Efetividade.

Texto Completo:

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Referências


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DOI: https://doi.org/10.14417/ap.966

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