Author(s): Jesus, Ana Salomé de ; Margarido, Cristóvão ; Torrecilla Sánchez, Eva María ; Pocinho, Ricardo
Date: 2024
Persistent ID: http://hdl.handle.net/10437/15234
Origin: ReCiL - Repositório Científico Lusófona
Subject(s): EDUCAÇÃO; EDUCAÇÃO SOCIAL; EMOÇÕES; COMPETÊNCIAS SOCIAIS; EDUCATION; SOCIAL EDUCATION; EMOTIONS; SOCIAL SKILLS
In our personal and social experiences, we find an intrinsic connection between social and emotional com¬petencies, to the extent that the social aspect is related to the construction of positive relationships with others and, in this relationship, emotion management is essential (Merrell & Gueldener, 2010). Several studies have shown that the development of social and emotional skills is essential for children to adapt to the demands of society (Greenberg et al., 2003). School is a fundamental context for students’ development and it is crucial that the school assumes the responsibility to respond not only to students’ academic needs, but also to their social and emotional needs. Social Education, by focusing on human development, betting on their individuality, assumes an essential role in the educational context. The social educator should, therefore, in this context, adopt a collaborative, interdisciplinary and empowering spirit of the whole educational community in the field of social and emotional skills. It is in this context that the project Sentir@Ser emerges, developed by a social educator in a school context and aimed at promoting social and emotional skills through Mindfulness practices. Sentir@Ser is aimed at students from pre-school education to 9th grade of primary schools and includes a diverse set of activities designed in accordance with the recipients and objectives defined.
