Competências socioemocionais e processos grupais no contexto das empresas juniores

Abstract

Socioemotional competences are an important resource for dealing with interactions in the world of work. Such skills are essential for members of junior enterprises (EJ) as they enhance team performance. Junior enterprises are non-profit associations that are inserted in universities and are a path to developing various competencies during the period of undergraduate education. However, not all students who enter EJs have a minimum repertoire of socio emotional competences to deal with group processes when members of these groups need to work together to achieve goals. The goal of this thesis is to analyze the relationships between socioemotional competences and group processes to support professional development actions in the context of Junior Enterprise management. To achieve this general goal, two specific objectives were adopted, each with a specific objective. The first objective was to conduct an integrative review to identify how programs, training and interventions in emotional intelligence, social skills and socioemotional competences, aimed at emotional development, are developed in three contexts: work, academic and primary education. Open coding was applied in data analysis. The results indicate different types of interaction, both face-to-face and technology-mediated: blended learning/semipresential, online teaching. For teenagers, face-to-face interactions were the most frequent type of interaction in the context of primary education. It was in that context that there was a greater number of training hours. The results indicated that, in general, training, interventions and programs contribute to the acquisiton of emotional intelligence, development and improvement of social skills and socio-emotional competences in university students, interns and supervisors, students and teachers at primary schools, as well as professionals, adults and adolescents linked to each of the contexts investigated. In the three contexts, there was development of affective, social, cognitive and behavioral components with traditional and active teaching strategies. The second objective of this thesis was to explor the similarities in group processes of leaders of the EJs in different scientific areas - applied social sciences, exact sciences and arts - and investigated the perception of such management teams about relationships between socioemotional competences and group processes. Systematic observations of group processes were applied. Focus groups discussions were used to validate the results of the observations and collect the perceptions of the members of the groups of leaders about the relationships between socioemotional competences and group processes. The results did not indicate differences between EJs from different scientifc areas in relation to group processes. However, groups vary in how they perceive and use socio-emotional competences to deal with group processes. Such competences can be understood as a trait of emotional intelligence (junior enterprise 3) or a learning perspective (junior interprises 1, 2 and 4), that facilitate interactions between members during group processes. This thesis, however, doesn’t allow generalizing the relationship between socio-emotional competences and group processes for all brazilian junior enterprises due to regional variability. The thesis provides qualitative evidence on how the relationships between socio-emoitonal competences and group processos are estructured in the contexto of junior enterprises when members need to work together to achieve goals. In this sense, the work contributes to future educational actions, as it offers on socioemotional competences and group processes in the context of junior enterprise.