Competências socioemocionais no exercício da docência : uma análise quantitativa com professores em formação inicial

Abstract

This research aims to describe the perception of teachers in initial training (licensing) at the Federal University of Pampa, in presence of certain social teaching situations, in view of the perspective of socioemotional skills, especially in the scope of emotion regulation and relationship management. The methodology is quantitative and embraces a total of 300 respondents to a test entitled Test of Regulation and Understanding of Social Situations in Teaching (TRUST), which was translated and adapted to the Brazilian context. It was used SPSS Statistical software® for coding the individual responses and also the analysis of the averages of the strategies evaluated with greater adherence by licensees. As a result, it was observed that the vast majority of strategies with higher averages were considered the most effective in the context of the test. After ranking the respondents, a significant predominant pattern was not identified among those who obtained the best results. Neither in relation to the program of origin, nor in relation to age, or even in relation to the period in which they are in the program. Through a complementary open question, it's possible to validate the test content, regarding the target public, allowing its replicability in other contexts of initial or continuing education, on the national scene. It is concluded that a test of this nature is appropriate and addresses situations currently experienced in school contexts, allowing this to lead to reflection about it. With this, it is identified that the test by itself has a high formative value for those exposed to it.