As emoções: brincar e aprender = Emotions: play and learn

E atraves do brincar, que a crianca desde cedo expressa as suas proprias emocoes, mesmo antes de saber nomea-las (Bernardo, 2019; Cordeiro, 2012; Nunes- Valente & Monteiro, 2016). No âmbito escolar, deparamo-nos diariamente com desajustes psicologicos, com dificuldades de aprendizagem e os defices de concentracao e memoria, que se traduzem em alteracoes do humor e ansiedade, intolerância a frustracao, agressividade, comportamentos antissociais (Nunes- Valente & Monteiro, 2012; Palha, 2016, p. 34; Santos, 2018). Esta capacidade e imprescindivel no desenvolvimento humano, na interacao e na gestao da regulacao emocional com os pares (Machado, Verissimo & Denham, 2012), destacando a intima relacao com as competencias socioemocionais que privilegia o sucesso escolar, favorece a promocao de saude, o ajustamento psicossocial e a promocao de bem-estar (Cordeiro, 2012, Santos, 2018). Objetivou-se em duas salas do jardim de infância, a visualizacao do filme “Inside Out-Divertidamente” ponto de partida para abordar as emocoes primarias. Foi desenvolvido um cubo, com o proposito de selecionarmos uma das emocoes representadas no filme e uma, extra que expressava a calma/tranquilidade, para trabalharmos a tecnica de relaxamento consciente, mindfulness, para a manutencao e influencia do sucesso escolar. Na sala dos tres anos foram utilizados baloes com arroz no interior da mesma cor das emocoes representadas no filme, apos o reconhecimento da emocao era desenhada a respetiva. Para a sala dos mais velhos, foi distribuido um prato, que depois de ser lancado o cubo, teriam de reconhecer pela boca e olhos espalhados, a expressao facial correspondente. Foram ainda trabalhadas outras tecnicas de mindfulness, como a respiracao diafragmatica e a tecnica dos mandalas (Borges, 2017). A reacao das criancas foi bastante positiva, na resposta e execucao do que lhe era pedido. Verificando-se, nas paragens do filme, era realizado um brainstorming com os bonecos de cada personagem, onde as criancas identificavam de imediato a emocao conseguindo expressa-la, algumas criancas conseguiam, inclusivamente descrever situacoes onde experienciaram emocionalmente o momento. Fica assim demonstrado, o contributo do tema, em criancas na faixa etaria do pre-escolar, pela necessidade e relevância em implementar atividade na area da regulacao e inteligencia emocional, fundamental na promocao do bem-estar e inclusao na vida adulta (Santos, 2018). An activity was planned with kindergarten children aged three to six, with the aim of working on the theme of emotions. It is through playing that children express their own emotions from an early age, even before knowing how to name them (Bernardo, 2019; Nunes- Valente & Monteiro, 2016). Highlighting the essential role of emotions in life, in maintaining mental health as well as for the success of academic and social life (Machado, Verissimo & Danham, 2012) contributing to the healthy development of the child. In the school environment we are faced daily with psychological maladjustments, such as learning difficulties and deficits in concentration and memory, which translate into changes in mood and anxiety, intolerance to frustration, aggressiveness, antisocial behaviors (Nunes- Valente & Monteiro, 2012; Palha, 2016, p. 34; Santos, 2018). The objective was to watch the movie “Inside Out-Divertidamente” in two kindergarten rooms as a starting point to address primary emotions. A cube was developed, with the purpose of selecting one of the emotions represented in the film and an extra one that expressed calm / tranquility, to work on the technique of conscious relaxation, mindfulness, for the maintenance and influence of school success. In the three-year-old room, balloons with rice were used inside the same color as the emotions depicted in the film, after the recognition of the emotion the respective one was drawn. A plate was distributed to the seniors' room, which, after the cube was launched, would have to recognize the corresponding facial expression through their mouth and eyes. Other mindfulness techniques were also worked on, such as diaphragmatic breathing and the mandala technique (Borges, 2017). The children's reaction was very positive, in the response and execution of what was asked of them. When the film stopped, there was a brainstorming with the dolls of each character, where the children immediately identified the emotion and managed to express it, some children could even describe situations where they experienced the moment emotionally. It is thus demonstrated, the contribution of the theme, in children in the preschool age group, due to the need and relevance to implement activity in regulation and emotional intelligence, fundamental in the promotion of well-being and inclusion in adult life (Santos, 2018). Palavras-chave / Keywords: Competencias socioemocionais, Emocoes, Brincar, Aprender. Socio-emotional skills, Emotions, Play, Learn.