Inteligência emocional na escola: das produções científicas do Brasil, Argentina, Estados Unidos e Espanha

Abstract

The research titled EMOTIONAL INTELLIGENCE IN SCHOOL: Contextualization from the scientific productions of Brazil, Argentina, the United States and Spain, aimed to analyze which approaches are being given to the topic of emotional intelligence in the school area in publications of the last five (5) years, as well as which curricular experiences are being developed in Argentina, Brazil, Spain and the United States. As a course to materialize this work, the methodology was bibliographic, qualitative, analytical, descriptive and exploratory. Having as instrument for data collection platforms such as CAPES - BANCO DE TESES (Brazil), ERIC (United States), SIUBDU (Argentina) AND TESEO (Spain). The theoretical foundation on the concept of intelligence, with the emphasis on emotional intelligence, based on Daniel Goleman, Antonio Damásio and about the multiple intelligences of Howard Gardner; the importance of studies concerning emotional intelligence for school education and its different approaches. The results, with a total number of productions per country totaling 36 in this five-year interval, the countries with the greatest number of research on emotional intelligence in the school area are Spain with 13 jobs and the United States with 12 jobs, followed by Brazil with 9 jobs and Argentina with only 2 jobs. These were divided into four categories: emotional intelligence related to teachers, emotional intelligence in relation to students, emotional intelligence in school management, emotional intelligence for university students. In sum, the researches point to the importance of the development of emotional abilities, and emphasize that emotional intelligence can and should be worked at all levels of education, and in all professional dimensions of education.