A leitura de literatura ficcional e a empatia : um estudo de caso com alunos do ensino secundário artístico
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O estabelecimento de relações empáticas entre os seres humanos constitui um tema muito relevante e atual. Considerando a importância da Escola, partiu-se para o desenvolvimento de um estudo de caso exploratório que investigou as relações que existem entre a leitura de narrativas ficcionais e a empatia, a partir do estudo da resposta empática dos alunos do ensino secundário artístico de uma escola da região de Lisboa. Recorreu-se a dois estímulos, um conto e um texto expositivo. Aplicou-se, paralelamente, a Escala Básica de Empatia (BES) e realizaram-se um conjunto de entrevistas a alunos e a uma professora. Os resultados da comparação entre o conto e o texto expositivo indicaram uma resposta empática mais rica e profunda à narrativa ficcional. A análise evidenciou a importância da identificação com as personagens, da imersão narrativa e da mobilização de experiências pessoais na construção da empatia. Os dados sugerem que a leitura de ficção pode ser uma ferramenta valiosa para o desenvolvimento socioemocional e para a inclusão em contexto educativo. A investigação aponta para a necessidade de estudos futuros com amostras mais amplas e diversificadas, explorando diferentes géneros literários e a influência de fatores individuais e contextuais na relação entre leitura e empatia.
The establishment of empathetic relationships between human beings is a very relevant and current issue. Considering the importance of the school, we set out to develop an exploratory case study that investigated the relationship between reading fictional narratives and empathy, by studying the empathic response of secondary art students at a school in the Lisbon region. Two stimuli were used: a short story and an expository text. In parallel, the Basic Empathy Scale (BES) was applied, and a series of interviews were carried out with students and a teacher. The results of the comparison between the short story and the non-fictional text indicated a richer and deeper empathetic response to the fictional narrative. The analysis highlighted the importance of identification with the characters, narrative immersion, and the mobilisation of personal experiences in building empathy. The data suggests that reading fiction can be a valuable tool for socio-emotional development and inclusion in an educational context. The research points to the need for future studies with larger and more diverse samples, exploring different literary genres and the influence of individual and contextual factors on the relationship between reading and empathy.
The establishment of empathetic relationships between human beings is a very relevant and current issue. Considering the importance of the school, we set out to develop an exploratory case study that investigated the relationship between reading fictional narratives and empathy, by studying the empathic response of secondary art students at a school in the Lisbon region. Two stimuli were used: a short story and an expository text. In parallel, the Basic Empathy Scale (BES) was applied, and a series of interviews were carried out with students and a teacher. The results of the comparison between the short story and the non-fictional text indicated a richer and deeper empathetic response to the fictional narrative. The analysis highlighted the importance of identification with the characters, narrative immersion, and the mobilisation of personal experiences in building empathy. The data suggests that reading fiction can be a valuable tool for socio-emotional development and inclusion in an educational context. The research points to the need for future studies with larger and more diverse samples, exploring different literary genres and the influence of individual and contextual factors on the relationship between reading and empathy.