Competências socioemocionais de docentes do ensino fundamental: abordagens metodológicas diversificadas para compreender o fenômeno

Abstract

Social and emotional competencies (SEC) were included in education, both in the literature and in its guidelines, prioritizing students and leaving teachers and their social and emotional development in the background. On the other hand, this category has shown increasing mental illness, reports of emotional exhaustion in the classroom and exposure to violence (inside and outside the classroom). SEC have a protective role and can help teachers in coping with this daily routine. The aim of this thesis was to propose and test a training model for the development of SEC in elementary school teachers and evaluate its effectiveness in improving these skills and variables related to the contextual performance of teachers in municipal public schools. As specific objectives we had: 1) Map and characterize the scientific production (theoretical and empirical) of studies on SEC and related concepts (emotional intelligence – EI – and social skills – HS) in the educational context of elementary education between 2010 and 2019; 2) Present and discuss the suitability of a model to guide SEC training and development guidelines for teachers working in elementary education; 3) Develop training for the development of SEC based on instructional planning for elementar school teachers; 4) Apply and evaluate the efficacy of CSE training on teaching performance by analyzing the relationships between SEC and (i) affective climate in the classroom, (ii) students' motivation to learn and (iii) perceived climate for development creativity in students. Each specific objective corresponded to a distinct but interrelated studies. The systematic literature review covered 66 studies following the Prisma group parameters and found studies focused on students and the use of generic SEC models, which did not consider the context in their proposals. Given this, we began a discussion about SEC, seeking to better define the concept and analyzing the reference models in the literature. This allowed us to develop the EMODOC-Treino proposal, a SEC model for elementary school teachers that seeks to contextualize the emotional education bias, bringing a more dynamic view of SEC and with facets validated in the EMODOC measure with the target audience. We then verified in the field, through observations and interviews in the classroom with 5 teachers (mostly male), that EMODOC-Treino presented the real training needs of these teachers. Therefore, we built the instructional planning and carried out a pilot test with 2 teachers, obtaining an increase in their SEC averages before, after and in the follow-up. We then set out to expand the sample of teachers and invited students to answer questionnaires related to their motivation to learn and the perception of the climate for creativity, also aiming to verify the impacts of training in the classroom. 25 teachers (mostly women) and 161 students participated in this stage. All of them responded to instruments before, after training and follow-up. Students did not receive any training and teachers were randomly allocated into 3 groups: intervention (received SEC training), active control (received classroom training) and passive control (no training). We found that SEC increased significantly (ANOVA) in the intervention and active control groups (descending from post-training to follow-up) and that they correlated with affinity in the teacher-student relationship. The increase in SEC averages in active control may have occurred due to the measurement period (vacations) and the socialization provided indirectly by the placebo training. Given this, we concluded that the training is effective in developing SEC in teachers and EMODOC-Treino proved to be an appropriate proposal for the teaching reality.