| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.34 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
“Todas as emoções são, fundamentalmente, impulsos para agir, planos iminentes para enfrentar a vida que a evolução incutiu em nós, a própria raiz da palavra emoção é motere, ou seja, o verbo latino “mover”, mais o prexifo “é-” para “dar mover para”, que sugere que a tendência para agir está implícita em todas as emoções (Goleman, 1997, p.28).” É no contexto escolar e na forma como ensinamos que se geram respostas emocionais, que nem sempre são positivas, neste sentido, é necessário refletir e criar espaços que promovam sentimentos de autoestima, satisfação pessoal e profissional (Day, 2004). Assim, o presente estudo de carácter exploratório emergiu da tentativa de conhecer as perceções dos professores e educadores sobre a relevância das emoções, no âmbito do trabalho pedagógico com crianças no contexto de educação inclusiva. Para a concretização do mesmo recorremos à metodologia de investigação qualitativa, que dadas as suas características interpretativas nos possibilitou dar resposta ao nosso problema de partida. Assim, o estudo teve como instrumento de recolha de dados a entrevista semiestruturada aplicada a um grupo de 12 professores e educadores dos quais oito eram professores, e quatro educadores de infância. A faixa etária deste grupo de docentes varia entre os 37 e 63 anos, o tempo de serviço varia entre os 5 e os 40 anos. No decorrer do plano de pesquisa e dos resultados recolhidos nas entrevistas, verificámos que as emoções primárias foram as mais referidas pelos docentes, tais como: alegria, tristeza, medo. Percebemos que os docentes preferem trabalhar as emoções positivas em detrimento das negativas. Identificamos ainda, que existe um défice de formação sobre as emoções e considerase essencial formar docentes reflexivos que aprofundem o seu conhecimento através de formação de educação emocional para uma melhoria no seu desempenho profissional. Com a evolução deste tema foi possível confirmar que é essencial promover os afetos, assim como concluir que é importante integrar atividades deste âmbito no dia a dia da criança proporcionando-lhe ferramentas essenciais para o desenvolvimento emocional equilibrado. Em suma, a expressividade das emoções depende da avaliação realizada sobre a informação que recebemos e que está diretamente relacionada, com nossos conhecimentos prévios, crenças, objetivos pessoais, perceção do ambiente.
All emotions are fundamentally impulses to act, impending plans to face the life that evolution has instilled in us, the very root of the word emotion is motere, that is, the Latin verb "move", plus the prexifo "is-" to "give move to", which suggests that the tendency to act is implicit in all emotions (Goleman, 1997, p.28)." It is in the school context and in the way we teach that emotional responses are generated, that they are not always positive, in this sense, it is necessary to reflect and create spaces that promote feelings of self-esteem, personal and professional satisfaction (Day, 2004). This way, the present exploratory study emerged from the attempt to know the perceptions of teachers and educators about the relevance of emotions, pedagogical work with children in the context of inclusive education. For the implementation, we use the methodology of qualitative research, that due to the interpretative characteristics, has permitted us to respond to our starting problem. The study had as a data collection instrument the semi-structured interview applied to a group of 12 teachers and educators of whom eight were teachers, and four kindergarten teachers. The age group of teachers varies between 37 and 63 years, the time of service varies between 5 and 40 years. During the research plan and the results collected in the interviews, we found that the primary emotions were the most mentioned by the teachers, such as: joy, sadness, fear. We noticed that teachers prefer to work positive emotions to the detriment of negative ones. We also identified that there is a lack of training on emotions, and it is considered essential to train reflective teachers to deepen their knowledge through emotional education training for an improvement in their professional performance. With the evolution of this theme, it was possible to confirm that it is essential to promote affections, as well as to conclude that it is important to integrate activities of this scope in the day-to-day life of the child, providing him essential tools for balanced emotional development. In conclusion, the expressiveness of emotions depends on the evaluation made about the information we receive, and which is directly related with our previous knowledge, beliefs, personal goals, perception of the environment.
All emotions are fundamentally impulses to act, impending plans to face the life that evolution has instilled in us, the very root of the word emotion is motere, that is, the Latin verb "move", plus the prexifo "is-" to "give move to", which suggests that the tendency to act is implicit in all emotions (Goleman, 1997, p.28)." It is in the school context and in the way we teach that emotional responses are generated, that they are not always positive, in this sense, it is necessary to reflect and create spaces that promote feelings of self-esteem, personal and professional satisfaction (Day, 2004). This way, the present exploratory study emerged from the attempt to know the perceptions of teachers and educators about the relevance of emotions, pedagogical work with children in the context of inclusive education. For the implementation, we use the methodology of qualitative research, that due to the interpretative characteristics, has permitted us to respond to our starting problem. The study had as a data collection instrument the semi-structured interview applied to a group of 12 teachers and educators of whom eight were teachers, and four kindergarten teachers. The age group of teachers varies between 37 and 63 years, the time of service varies between 5 and 40 years. During the research plan and the results collected in the interviews, we found that the primary emotions were the most mentioned by the teachers, such as: joy, sadness, fear. We noticed that teachers prefer to work positive emotions to the detriment of negative ones. We also identified that there is a lack of training on emotions, and it is considered essential to train reflective teachers to deepen their knowledge through emotional education training for an improvement in their professional performance. With the evolution of this theme, it was possible to confirm that it is essential to promote affections, as well as to conclude that it is important to integrate activities of this scope in the day-to-day life of the child, providing him essential tools for balanced emotional development. In conclusion, the expressiveness of emotions depends on the evaluation made about the information we receive, and which is directly related with our previous knowledge, beliefs, personal goals, perception of the environment.
Description
Keywords
Emoções inteligência emocional educação inclusiva trabalho pedagógico competências socioemicionais Emotions emotional intelligence inclusive education pedagogical work socio-emotional skills