Promoção da inteligência emocional e regulação das emoções de estudantes da ed. básica : um desafio dos tempos atuais

Abstract

The present research has the general objective of investigating the influence of Art Therapy as a strategy to help students in the processes of regulation of emotions and promotion of emotional intelligence. To this end, a workshop on Art Therapy was developed to assist students in processes of regulating emotions and promoting emotional intelligence. The development of the research was structured in order to answer the following questions: What are the possible relationships between students' mental health and school performance? To what extent have the experiences in Art Therapy contributed to the regulation of students' emotions and emotional intelligence? Regarding the approach to this research, we opted for a Quali-Quantitative approach or mixed methods. The data collection included the application of Depression Anxiety Stress Scales - DASS, a questionnaire was also used to assess students' academic performance with a three-level scale (below average; on average; and above average) and a questionnaire with open questions about self-regulation of emotions and emotional intelligence, in addition to records of students in the emotions notebook from the intervention in Art Therapy. The results of this research revealed that the proposed Art Therapy workshop contributed to the promotion of emotional intelligence and the processes of self-regulation of emotions. In addition, it was possible to characterize students with psychological distress and the relationship with school performance. This last analysis revealed the presence of students with high levels of stress, anxiety and/or depression and with lower school performance. The opposite was also verified: students with poor mental health and with good performance. In short, it is highlighted that the development of the workshop, considering elements of Art Therapy, allowed a closer look at the students' emotions, as subjects who think, act, feel each one in their own way. Thus, it is believed that the present proposal can serve as a reference, so that other teachers promote moments of self-knowledge and reflection on the students' living processes, as part of their formative process.