O desenvolvimento emocional dos professores de ciências na sua prática docente

Abstract

The objective of this study is to analyze how elementary school science teachers of three public schools in Uberlândia understand the emotional dimension in their actions and in their teaching practice as well as how they establish relationships between the awareness of these emotions and the pedagogical process. Seven Biological Sciences teachers took part in this research. The research was qualitative with the use of a questionnaire containing 13 open ended questions, addressing the theme. The data was analyzed through content analysis and organized through he emerging categories of the data. The data was organized and analyzed in 10 emerging categories and the results were discussed based on 4 factors related to the data which were: psychopedagogical, student/teacher relationships, intelligence in emotional competence, and Cognitive/emotional relationship. The data indicated that the teachers interviewed believe that by involving emotions in the teaching/learning process that the distance between the teacher and the student decreased and that learning improved, generating a positive environment in the activities and the relationships in the classroom as well as in the learning process. They also stated that it is difficult to deal with the emotional dimension in the classroom. Based on the results, we can conclude that the teaching process is not only related to the lesson plan but also to the emotional development of students and teachers. All these factors influence the learning process. This discussion can also be useful to consider how we train our Biology teachers. The research also showed us an important issue which was the need to listen to the teachers about the emotional factors that they experiences in the classroom.