A percepção docente sobre Educação Emocional como método de inclusão no processo educacional

Abstract

The article presents an approach on emotion linked to the school context, with the aim of analyzing the importance
of emotional education in the educational process, as a method of inclusion in the teaching and learning process.
The research was carried out in a municipal public school, located in the city of Codó-MA. To verify the teacher's
perception of emotions in the researched school, we sought to ascertain the importance of emotion for learning
from a teacher's point of view. The research presents a qualitative approach that had as theoretical support the
production of authors such as Antunes (2012), Fonseca (2016), Goleman (2011), among others, who study on the
subject. Therefore, the methodology of the work is evidenced in a descriptive and field research. For data
collection, the research uses a semi-structured interview, carried out with six teachers. Therefore, the research
demonstrated the importance of emotional education being inserted in the school context for better learning
conditions and the full formation of students. It is worth pointing out that for the exercise of efficient citizenship,
intellectual and emotional preparation, among other aspects, is relevant.