APRENDIZAGEM SOCIOEMOCIONAL DE CRIANÇAS E PRÉ-ADOLESCENTES

ANÁLISE DAS METODOLOGIAS UTILIZADAS EM PRODUÇÕES ACADÉMICAS EM PORTUGAL

Abstract

In a world of constant change, individuals must cultivate skills to adapt to societal dynamics. Research underscores the importance of socioemotional competencies that correlate with positive cognitive, academic, and personal development outcomes. Consequently, it is imperative to explore the meaningful integration of socioemotional learning into educational experiences. This study addresses the question: "What methodologies are used in in master's dissertations and doctoral theses on socioemotional learning among preschool, primary (1st cycle), and lower secondary (2nd cycle) students in the Portuguese educational system?" In an exploratory, qualitative, and descriptive study, data were collected from the repositories of institutions affiliated to the Council of Rectors of Portuguese Universities, focusing on documents published between 2018 and 2023 and emphasizing methodologies in educational research. The sample consisted of 23 documents, with content analysis showing a concentration in psychology. Three studies explicitly described the research paradigm, with an almost equal distribution between quantitative and qualitative approaches. Quasi-experimental designs using direct data collection methods were the most common, with a focus on the first cycle of primary education in formal contexts. This study contributes to future research planning in the field of socio-emotional learning by providing an overview of the methodologies used in academic productions in Portugal over the last six years.