Navegando por Palavras-chave "Social And Emotional"

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    Efeitos de um programa para o desenvolvimento de habilidades socioemocionais em professores
    (Universidade Federal de São Paulo (UNIFESP), 2019-06-27) Marques, Alcione Moreira [UNIFESP]; Tanaka, Luiza Hiromi [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The teacher´s profession is one of the most stressful professional activities because of the great emotional demand imposed by the complexity that the activity has assumed and the insufficient preparation of the teacher. Better understanding of one's own emotional dimension and developing skills to deal with it are factors in promoting health, well-being, and improving teacher practice. There is evidence that intervention programs to promote the social-emotional skills of the teacher have effects on increasing well-being, decreasing stress and improving teaching practice. This qualitative and participative study aims to evaluate the effects of the Program of Emotional Education for Teachers (PEEP) of a Brazilian public school focused on the development of self awareness and emotional self-management skills as a resource for well-being and stress reduction. The methodological strategy of participatory action research was used with a group of 18 teachers. The techniques of data collection used were dialog circles, individual interview, participant observation, field diary and focus group. The Program of Emotional Education was carried out in 10 meetings of an hour and a half each. The data were analyzed through thematic content analysis. Teachers perceived an increase in self awareness and emotional self-management skills, reporting improvements in their ability to deal with their own emotions, better managing the emotional demands of daily school life with positive reflexes in their well-being and in teaching practice. This study connects with a few others about the effects of intervention programs on the teacher's social and emotional learning. It was evidenced that following the steps of the methodology of action research allowed the researcher to approach the teachers more closely, creating a bond of trust and a genuine knowledge about the reality to be researched. With this safe basis, real problems related to the emotional dimension of the teacher emerged and the actions and results were legitimized by the participants.