Vivências de educação emocional com discentes dos anos iniciais do ensino fundamental: uma observação participante de um projeto de extensão universitária

Abstract

Studies on emotions show their importance for the teaching-learning process and for building healthy social relationships. This study is characterized as an experience report, which came about through an extension project linked to UFPB's PROLICEN. The project took place in a public school located in a socioeconomically vulnerable neighborhood. The overall aim is to analyze how the field of Emotional Education can help strengthen identities and build healthy school bonds between students with and without disabilities in the early years of elementary school. To achieve this goal, a qualitative study was carried out, using the following methodological steps: field research, focus groups, participant and non-participant observations and semi-structured interviews. The results of the study show that Emotional Education benefits the self-esteem and identity of students in the early years, as well as reframing the ableist view and enabling harmonious coexistence between students without disabilities and their peers with disabilities.