Educação emocional: concepções dos professores(as) das escolas municipais da cidade de Erechim

Abstract

We live in a reality surrounded by problems involving conflicts, violence, arrogance, and a lack of compassion. These feelings, combined with so many other adjectives, so well characterize and portray the daily lives of our present-day and alert us to our self-destruction. Thus, given the current reality, this investigation aims to promote a debate on the importance of Emotional Education in relational and work contexts, seeking to understand what teachers perceive about emotional development, educational and training processes, and intrapersonal and interpersonal relationships, identifying the problem situations that cause conflicts, violence and that prevent coexistence in an affective and harmonious way among the subjects. Emotional Education is an educational process that aims to develop learning to raise awareness and care for emotional aspects, based on knowledge and self-knowledge of emotions. Emotions are part of our daily lives, and therefore they need to be understood. To address our objectives, the methodology used was characterized as bibliographic research and field research, from the perspective of a quantitative/qualitative, descriptive-interpretative investigation, and the research instrument used was the questionnaire. The target audience of the research was the teachers of the municipal schools of Erechim, with a total of 221 teachers participating. The data obtained were submitted to content analysis from the theoretical perspective of Bardin (2009). In summary, with the analysis of the research material, it can be observed that conflicts and violence are present in the school context and that they are caused by the lack of dialogue between the subjects. In addition, the results also demonstrated that emotional formation becomes essential for relationships to become more loving and for conflict mediation to happen in a meaningful way. Teachers feel the need for initial and continuing training for the development of their emotional skills. It was concluded through this investigation, the extreme relevance of Emotional Education in the school context, in addition, there is an urgent need to rethink the curricula of teacher training, which should include the development of the emotional dimension as essential.