EMOTIONS AT SCHOOL
A STUDY ON EMOTIONS IN THE TEACHING AND LEARNING PROCESS
DOI:
https://doi.org/10.22478/ufpb.2359-7003.2022v31n3.62719Keywords:
Teaching emotions, Basic education, Teacher trainingAbstract
The research proposed to recognize the relevance of the theme emotions from the perspective of teachers, produce a didactic material aimed at the problematization of the theme emotions of teachers and promote a space for talking and listening on the theme in continuing education. The clipping for this article focuses on two questions: what is the relevance of emotions in the teaching-learning process, from the teaching perspective? What strategies are used by Basic Education teachers to deal with their own emotions in the face of challenging situations in the classroom? A survey was applied to 83 teachers and a 30-hour extension course was carried out, in which 07 teachers participated, all from Basic Education. The analysis was supported by the software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionaires (IRAMUTEQ) and was predominantly qualitative. In the teachers' responses about the emotional states in their classroom, the emotions of joy, pleasure, frustration, sadness, anger, fear, love, anxiety and discouragement were indicated. Regarding the way they deal with these emotions, the occurrences of words such as control, breathe, talk, believe, contribute, respect, motivate, welcome, deal and path, indicate a promising movement in the context of teaching and learning.
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