Formação de professores em educação emocional: um novo olhar sobre as práticas pedagógicas dos profissionais da educação especial da FUNAD

Abstract

Historically, educational institutions have perpetuated a model of instruction rooted in rationalism, disregarding the influence of emotions on teaching and learning processes. The implications of this model continue to plague contemporary society through practices that fail to value individuals in their entirety, contributing to processes of exclusion and stigmatization, particularly within the context of Special Education. From this perspective, the overall objective of this study is to analyze the potential benefits of training in Emotional Education for improving the pedagogical practices of Special Education professionals at FUNAD, addressing the following question: How can teacher training in Emotional Education contribute to the improvement of the pedagogical practices of Special Education professionals? The research is characterized as qualitative with a field study. For data collection, two semi-structured interview guides were used at different times, the first before the training and the second after; the research participants are seven active teachers from Adult and Youth Education and Specialized Educational Assistance. The findings of this study highlight the importance of continuing education for improving teaching practices, given the gaps left by initial teacher training. The results also indicate that training in Emotional Education broadened the conceptual repertoire regarding ableism, emphasizing the role of teachers as agents for ending discriminatory practices in the educational environment. Furthermore, the training also facilitated the dissemination of practices in Emotional Education, contributing to the promotion of an education system that is more responsive to the needs of students and educators.