A prática pedagógica e a aprendizagem emocional na formação do professor universitário na educação superior

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This dissertation was inspired by the work accomplished by the researcher for many years and its positive result on people who dedicate themselves to the discovery of their emotions and feelings. The desire to transfer the knowledge relative to Emotional Education motivated the researcher to further the study that resulted in this dissertation. UNESCOs (2003) report, elaborated by Delors et al. recommends four pilars leading to education: the learn to learn, the learn to do, the learn to be and the learn to coexist, from which, the two pilars that refer to Emotional Education are investigated, the learn to be and the learn to coexist. In highlight, the studies about the Complexity paradigm or Holistic, indorsed by Capra (2002), Morin (2003), Assmann (1998), which suggests the human being education as a complex form, embracing the physical, biologic and spiritual aspects. For such, it is necessary to work with Emotional Education, developed by Goleman (1995) because this knowledge gives the opportunity for the human being to encounter ones self, discover ones emotions and feelings and the personal control over the emotions. The Emotional Education provides self-esteem and enables the person to have a better relationship with those around him. The work presents the reflexion over the complexity paradigm exhorting the complexity within all things and among all knowledge. Relates about the apprenticeship and the multiple intelligences, listed by Gardner (2000) and about the positive implications this revelation brought to present and future education. Another aspect approached refers to the approach on the formation of pedagogue educators. Recommendations from the UNESCO report trace paths and directions to be reached and utilized on the formation of future educators. Delors (2003) and other report collaborators recommendations were utilized to extol the possibility of the formation of educators with the inclusion of Emotional Literacy, suggested by Goleman. After these considerations the participating survey approach is described, being elaborated by means of semi-structured interviews. The report of the colaborations reveal very important aspects relative to the research, exposing an existing gap between Emotional Education and education institutions from Brasil. For all that rises as contributions and informations, new paths can be made for present and future education.

ASSUNTO(S)

ensino superior educacao professores - formação inteligência emocional

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