Alberton, Gisele Debiasi; https://orcid.org/0000-0001-9983-271X; http://lattes.cnpq.br/3105863755152050
Resumo:
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.