The challenges faced by teachers in remote education and the importance of emotional education for continuing education

Detalhes bibliográficos
Autor(a) principal: Dantas, Taísa Caldas
Data de Publicação: 2023
Outros Autores: Bezerra, Maria Maysa Romão, Barros, Rahyanne Milene da Silva, Morais, Vitória Monteiro de
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista @mbienteeducação
Texto Completo: https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1313
Resumo: This research aims to analyze the challenges faced by teachers in remote teaching during the pandemic and the importance of Emotional Education in ongoing training to address emotional issues that interfere with pedagogical practice. Dynamic Education tools encompass benefits for various areas of human life. This qualitative research was conducted with twenty teachers from the public education system, and the results indicate that the integration of Emotional Education practices in the classroom benefits both students and teachers. They experience self-awareness, emotional consciousness, and understanding, bringing advantages to the daily school routine. It was concluded that teacher training and school planning rooted in the perspective of Emotional Education are essential for a quality teaching and learning process, as this approach provides paths for a healthy experience of emotions for the entire school community, especially in times of pandemic and social isolation.
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spelling The challenges faced by teachers in remote education and the importance of emotional education for continuing educationLos retos que enfrentan los docentes en la educación a distancia y la importancia de la educación emocional para la formación continuaOs desafios enfrentados pelos docentes no ensino remoto e a importância da educação emocional para formação continuadaEmotional EducationRemote TeachingTeacher EducationCOVID-19Educación EmocionalEnseñanza RemotaFormación DocenteCOVID-19Educação EmocionalEnsino RemotoFormação DocenteCOVID-19This research aims to analyze the challenges faced by teachers in remote teaching during the pandemic and the importance of Emotional Education in ongoing training to address emotional issues that interfere with pedagogical practice. Dynamic Education tools encompass benefits for various areas of human life. This qualitative research was conducted with twenty teachers from the public education system, and the results indicate that the integration of Emotional Education practices in the classroom benefits both students and teachers. They experience self-awareness, emotional consciousness, and understanding, bringing advantages to the daily school routine. It was concluded that teacher training and school planning rooted in the perspective of Emotional Education are essential for a quality teaching and learning process, as this approach provides paths for a healthy experience of emotions for the entire school community, especially in times of pandemic and social isolation.Esta investigación tiene como objetivo analizar los desafíos enfrentados por los docentes en la enseñanza remota durante la pandemia y la importancia de la Educación Emocional en la formación continua para abordar las cuestiones emocionales que interfieren en la práctica pedagógica. Las herramientas de la Educación Emocional abarcan beneficios para diversas áreas de la vida humana. Esta investigación cualitativa se llevó a cabo con veinte profesoras del sistema de educación pública, y los resultados indican que la integración de la práctica de la Educación Emocional en el aula beneficia tanto a estudiantes como a docentes. Experimentan la vivencia del autoconocimiento, la conciencia y la comprensión emocional, aportando beneficios a la rutina diaria escolar. Se concluye que una formación docente y una planificación escolar arraigadas en la perspectiva de la Educación Emocional son fundamentales para un proceso de enseñanza-aprendizaje de calidad, ya que esta perspectiva proporciona caminos para una vivencia saludable de las emociones de toda la comunidad escolar, especialmente en tiempos de pandemia y aislamiento social.Esta pesquisa visa analisar os desafios enfrentados pelos docentes no ensino remoto durante a pandemia e a importância da Educação Emocional na formação continuada para o enfrentamento das questões emocionais que interferem na prática pedagógica. As ferramentas da Educação Emocional englobam benefícios para as diversas áreas da vida humana. Esta pesquisa qualitativa foi realizada junto a vinte professoras da rede pública de ensino, e os resultados apontam que a inserção da prática da Educação Emocional na sala de aula beneficia, tanto discentes, quanto docentes, que vivenciam a experiência do autoconhecimento, consciência e compreensão emocional, trazendo benefícios para o cotidiano escolar. Concluiu-se que, uma formação docente e um planejamento escolar enraizados na perspectiva da Educação Emocional, são fundamentais para um processo de ensino-aprendizagem de qualidade, visto que esta perspectiva permite caminhos para uma vivência saudável das emoções de toda a comunidade escolar, principalmente em épocas de pandemia e isolamento social.Universidade Cidade de São Paulo2023-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.unicid.edu.br/ambienteeducacao/article/view/131310.26843/ae.v16i00.1313Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023034Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023034Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e0230341982-863210.26843/ae.v16i00reponame:Revista @mbienteeducaçãoinstname:Universidade Cidade de São Paulo (UNICID)instacron:UNICIDporenghttps://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1313/1125https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1313/1126Copyright (c) 2023 Taísa Caldas Dantas, Maria Maysa Romão Bezerra, Rahyanne Milene da Silva Barros, Vitória Monteiro de Moraisinfo:eu-repo/semantics/openAccessDantas, Taísa CaldasBezerra, Maria Maysa RomãoBarros, Rahyanne Milene da SilvaMorais, Vitória Monteiro de2024-01-11T20:36:28Zoai:ojs.pkp.sfu.ca:article/1313Revistahttp://publicacoes.unicid.edu.br/index.php/ambienteeducacao/oai1982-86321982-8632opendoar:2024-01-11T20:36:28Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)false
dc.title.none.fl_str_mv The challenges faced by teachers in remote education and the importance of emotional education for continuing education
Los retos que enfrentan los docentes en la educación a distancia y la importancia de la educación emocional para la formación continua
Os desafios enfrentados pelos docentes no ensino remoto e a importância da educação emocional para formação continuada
title The challenges faced by teachers in remote education and the importance of emotional education for continuing education
spellingShingle The challenges faced by teachers in remote education and the importance of emotional education for continuing education
Dantas, Taísa Caldas
Emotional Education
Remote Teaching
Teacher Education
COVID-19
Educación Emocional
Enseñanza Remota
Formación Docente
COVID-19
Educação Emocional
Ensino Remoto
Formação Docente
COVID-19
title_short The challenges faced by teachers in remote education and the importance of emotional education for continuing education
title_full The challenges faced by teachers in remote education and the importance of emotional education for continuing education
title_fullStr The challenges faced by teachers in remote education and the importance of emotional education for continuing education
title_full_unstemmed The challenges faced by teachers in remote education and the importance of emotional education for continuing education
title_sort The challenges faced by teachers in remote education and the importance of emotional education for continuing education
author Dantas, Taísa Caldas
author_facet Dantas, Taísa Caldas
Bezerra, Maria Maysa Romão
Barros, Rahyanne Milene da Silva
Morais, Vitória Monteiro de
author_role author
author2 Bezerra, Maria Maysa Romão
Barros, Rahyanne Milene da Silva
Morais, Vitória Monteiro de
author2_role author
author
author
dc.contributor.author.fl_str_mv Dantas, Taísa Caldas
Bezerra, Maria Maysa Romão
Barros, Rahyanne Milene da Silva
Morais, Vitória Monteiro de
dc.subject.por.fl_str_mv Emotional Education
Remote Teaching
Teacher Education
COVID-19
Educación Emocional
Enseñanza Remota
Formación Docente
COVID-19
Educação Emocional
Ensino Remoto
Formação Docente
COVID-19
topic Emotional Education
Remote Teaching
Teacher Education
COVID-19
Educación Emocional
Enseñanza Remota
Formación Docente
COVID-19
Educação Emocional
Ensino Remoto
Formação Docente
COVID-19
description This research aims to analyze the challenges faced by teachers in remote teaching during the pandemic and the importance of Emotional Education in ongoing training to address emotional issues that interfere with pedagogical practice. Dynamic Education tools encompass benefits for various areas of human life. This qualitative research was conducted with twenty teachers from the public education system, and the results indicate that the integration of Emotional Education practices in the classroom benefits both students and teachers. They experience self-awareness, emotional consciousness, and understanding, bringing advantages to the daily school routine. It was concluded that teacher training and school planning rooted in the perspective of Emotional Education are essential for a quality teaching and learning process, as this approach provides paths for a healthy experience of emotions for the entire school community, especially in times of pandemic and social isolation.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1313
10.26843/ae.v16i00.1313
url https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1313
identifier_str_mv 10.26843/ae.v16i00.1313
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1313/1125
https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1313/1126
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Cidade de São Paulo
publisher.none.fl_str_mv Universidade Cidade de São Paulo
dc.source.none.fl_str_mv Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023034
Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023034
Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023034
1982-8632
10.26843/ae.v16i00
reponame:Revista @mbienteeducação
instname:Universidade Cidade de São Paulo (UNICID)
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instname_str Universidade Cidade de São Paulo (UNICID)
instacron_str UNICID
institution UNICID
reponame_str Revista @mbienteeducação
collection Revista @mbienteeducação
repository.name.fl_str_mv Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)
repository.mail.fl_str_mv
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