Addressing pedagogical tensions in emotional education at university
An integrative path
DOI:
https://doi.org/10.37467/revhuman.v11.3873Palavras-chave:
Higher education pedagogy, Emotional education, Emotional competencies, Ethics, Meditation, Self-study, Integrative approachResumo
As higher education teachers we undertook a self-study research focused on emotional education, during two school years. The analysis of the students’ portfolios and the teachers’ fieldnotes provide evidence to problematize some tensions and challenges identified along the process, namely for integrating personal, cultural and institutional dimensions, facing the unpredictability of a participative process and opening new paths. Students valued the work centred on their own goals, the building of a personal learning project in conjunction with a class collective project, the relational practices based on an ethics of care, the diversity of mindfulness and meditation proposals, amongst others.
Referências
Akamatsu, D., & Gherghel, C. (2021). The Bright and Dark Sides of Emotional Intelligence: Implications for Educational Practice and Better Understanding of Empathy. International Journal of Emotional Education, 13(1), 3-19. https://www.um.edu.mt/library/oar/handle/123456789/76521
Akinbode, A. (2013). Teaching as lived experience: The value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education, 9(1), 62-73. https://doi.org/10.1080/17425964.2013.771574
Bloch, M. (2013). Reconceptualizing theory/policy/curriculum/pedagogy in early child (care and) education: Reconceptualizing Early Childhood Education (RECE) 1991-2012. International Journal of Equity and Innovation in Early Childhood, 11(1), 65-85.
Caetano, A.P., Freire, I., Veiga Simão, A.M., Martins, M.J.D., & Pessoa, M.T. (2016). Emoções no cyberbullying: Um estudo com adolescentes portugueses. Revista Educação e Pesquisa, 42(1), 199-212. http://dx.doi.org/10.1590/S1517-9702201603138125
Caetano, A.P. & Sobral, C. (2016). Laboratório de competências emocionais – unidade curricular em estreia no Instituto de Educação. In C.A. Gomes, M. Figueiredo, H. Ramalho, & J. Rocha (Eds.), Atas XIII Congresso SPCE - Fronteiras, diálogos e transições na educação (pp. 256-265). Escola Superior de Educação de Viseu. http://www.esev.ipv.pt/spce16/
Carvalho, J.S., Marques-Pinto, A., & Marôco, J. (2016). Adaptação e avaliação do MindUp um programa de competências socioemocionais através de práticas de mindfulness, no 1º ciclo do ensino básico. In A. Marques-Pinto & R. Raimundo (Eds.). Avaliação e promoção de competências socioemocionais em Portugal (pp. 291-320). Coisas de Ler.
Caetano, A.P., Freire, I., & Sobral, C. (2018). Emoções e ética na formação de formadores. A complexidade em ação. Revista Contexto & Educação, 33 (106), 119-138 http://dx.doi.org/10.21527/2179-1309.2018.106.119-138
Correia, O., Vicente, N., Rocha, N., Vicêncio, A.M., Caetano, A.P., Sobral, C., Machado, E., & Freire, I. (2019). Autoformação de formadores nas dimensões emocional e ética [Conference session]. A investigação, a formação, as políticas e as práticas em educação – 30 anos de AFIRSE em Portugal, Lisboa, Portugal. http://afirse.ie.ul.pt/coloquios/xxv-coloquio-2018/atas-2018/
Damásio, A. (2010). O livro da consciência. Círculo de Leitores.
de Rivera, J., & Paez, D. (2007). Emotional climate, human security, and cultures of peace. Journal of Social Issues, 63(2), 233-253. https://doi.org/10.1111/j.1540-4560.2007.00506.x
Durlak, J., Weissberg, R., Dyminicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Fernández-Berrocal, P., & Extremera, N. (2016). Ability emotional intelligence, depression, and well-being. Emotion Review, 8(4), 311–315. https://doi.org/10.1177/1754073916650494
Goralska, R. (2020). Emotional education discourses: between developing competences and deepening emotional (co.) understanding. Qualitative Sociology Review, XVI (1), 110-123. https://doi.org/10.18778/1733-8077.16.1.08
Gidley, J. M. (2009). Educating for evolving consciousness: Voicing the emergency for love, life and wisdom. In M. Souza, L.J. Francis, J. O’Higgins-Norman, & D.G. Scott (Eds.). International handbook of education for spirituality, care and wellbeing (pp. 531-561). Springer.
Gilligan, C. (2008). Une voix différente. Pour une éthique du care. Champs.
Goleman, D. (2010). Inteligência emocional. Temas e Debates.
Goleman, D., McKee, A. & Waytz, A. (2019). Inteligência emocional: Empatia. Atual.
Greenberg, M. (2010). School-based prevention: Current status and future challenges. Effective Education, 2(1), 27-52. https://doi.org/10.1080/19415531003616862
Gross, J.J. (2014). Emotion regulation: Conceptual and empirical foundations. In J.J. Gross (Ed.), Handbook of emotion regulation (pp. 3-20). The Guilford Press.
Hahn, C., & Vignon, C.. (2019). Management education from episteme to phronesis: The contribution of French didactic theory. Management Learning. 50. https://doi.org/10.1177/1350507619831118.
Kabat-Zinn, J. (2011). Prefácio. In M. Williams & D. Penman. Mindfulness. Atenção plena. (pp. 7-9). Lua de Papel.
Koster, B., & Berg, B. (2014). Increasing professional self-understanding: Self-study research by teachers with the help of biography, core reflection and dialogue. Studying Teacher Education, 10(1), 86-100. https://doi.org/10.1080/17425964.2013.866083
LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.). International handbook of self-study of teaching and teacher education practices (pp. 817–869). Kluwer.
Lau, N. (2009). Cultivation of Mindfulness: Promoting Holistic Learning and Wellbeing in Education. In M. Souza, L.J. Francis, J. O’Higgins-Norman, & D.G. Scott (Eds.). International handbook of education for spirituality, care and wellbeing (pp. 715-737). Springer.
Lee, W.S., & Selart, M. (2014). The influence of emotions on trust in ethical decision making. Problems and Perspectives in Management, 12(4-2), 573-580.
Lévinas, E. (2003). Deus, a morte e o tempo. Almedina.
Loughran, J.J. (2009). A construção do conhecimento e o aprender a ensinar sobre o ensino. In M. A. Flores, A. M. Veiga Simão, & P. M. Patacho (Eds.). Aprendizagem e desenvolvimento profissional de Professores: Contextos e Perspectivas (pp. 17-37). Edições Pedago.
Mayer, J.D., Salovey, P., & Caruso, D.R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503-517. https://doi.org/10.1037/0003-066X.63.6.503
Marín-Ávila, E. (2020). A broader concept of experience? Reflections on Anthony J. Steinbock’s concept of “vertical experience”. PhænEx, 13(2), 52-61. https://doi.org/10.22329/p.v13i2.6219
Mena, J., & Russell, T. (2017). Collaboration, multiple methods, trustworthiness: Issues arising from the 2014 international conference on self-study of teacher education practices. Studying Teacher Education, 13(1), 105-122. https://doi.org/10.1080/17425964.2017.1287694
Nhat Hanh, T. (2010). Lições sobre o amor. Sextante.
Nelis, D., Kotsou, I., Quoidbach, J., Dupuis, P., Weytens, F., Hansenne, M., & Mikolajczak, M. (2011). Increasing emotional competence improves psychological and physical well-being, social relationships and employability. Emotion, 11(2), 354-366. https://doi.org/10.1037/a0021554
Rêgo, C., & Rocha, N. (2009). Avaliando a educação emocional: subsídios para um repensar da sala de aula. Ensaio: Avaliação e Políticas em Educação, 12(62), 135-152. http://dx.doi.org/10.1590/S0104-40362009000100007
Saarni, C. (2015). Improving negotiation effectiveness with skills of emotional competence. In M. Galluccio (Ed.). Handbook of international negotiation (pp. 175-180). Springer.
Sobral, C., & Caetano, A.P. (2021). Mindfulness e meditação em contexto de ensino superior. In A.S. Loss & I.M.M. Silva. Processos autoformativos: Vivências, narrativas, experiências e aprendizagens (pp. 91-122). CRV.
Sobral, C., & Caetano, A.P. (2020). Narrativas Emocionais de Estudantes do Ensino Superior em Tempos de Quarentena. Revista Internacional de Educación para la Justicia Social, 9 (3e), 435-451. https://doi.org/10.15366/riejs2020.9.3.023
Sumedho, A. (2012). Mindfulness. The path of the deathless. Amaravati Publications.
Valente, S. (2019). Influência da inteligência emocional na gestão de conflito na relação professor-aluno(s). Revista de estudios e investigación en psicología y educación, 6(2), 101-113. https://doi.org/10.17979/reipe.2019.6.2.5786
Veiga-Branco, M.A. (2005). Competência emocional em professores, um estudo em discursos do campo educativo. [Tese de Doutoramento, Universidade do Porto]. Repositório da Universidade do Porto. http://hdl.handle.net/10198/5311
Wenger, E. (2001). Comunidades de práctica: Aprendizaje, significado y identidad. Paidós.
Weissberg, R.P., Durlak, J.A., Domitrovich, C.E., & Gullotta, T.P. (2015). Social and emotional learning: Past, present and future. In J.A. Durlak, C.E. Domitrovich, R.P. Weissberg, R.P., & T.P. Gullotta (Eds.). Handbook of social and emotional learning: Research and practice (pp. 3-19). The Guilford Press.
Williams, M., & Penman, D. (2015). Atenção Plena. Mindfulness: Como encontrar a paz em um mundo frenético. Sextante.
Zeni, J. (2009). Ethics and the ‚personal‘ in action research. In S. Noffke & B. Somekh, (Eds.). The Sage handbook of educational action research (pp. 254-266). Sage Publications.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Os autores/as que publicam nesta revista concordam com os seguintes termos:
- Os autores/as terão os direitos morais do trabalho e cederão para a revista os direitos comerciais.
- Um ano após a sua publicação, a versão do editor estará em acesso aberto no site da editora, mas a revista manterá o copyright da obra.
- No caso dos autores desejarem asignar uma licença aberta Creative Commons (CC), poderão a solicitar escrevendo a publishing@eagora.org.
