Socio-emotional intelligence in the 1st year of elementary school from the perspective of teachers

Abstract

Studies on socio-emotional intelligence show their influence on basic education and the growing need for pedagogical practices that work with children's emotions, in order to provide a look at the integral development of individuals. This study aims to describe the concept of emotional intelligence and the perspective of elementary school teachers. The work is a qualitative research, which uses questionnaires applied via google forms as a data collection instrument, as well as a bibliographic survey that made it possible to relate what the theorists say with the respondents' answers. Ten teachers of basic education who work or have worked in the 1st year of Elementary School participated in the research. In the study we list themes related to socioemotional education, such as the meaning of Emotional Intelligence; the relationship between emotional skills and the transition from early childhood education to primary education I; the emotional dimensions in teacher-child and child-child relationships; the emotional skills assessed in the students' reports; and the family-school relationship and its connection with Emotional Intelligence. We understand that pedagogical practices concerning socioemotional education have been being designed for some time, however, when the term Emotional Intelligence was created, these actions gained greater notoriety. We infer that in the face of such a fast-paced society, which is constantly changing, it is essential to have a different look at the emotions in the classroom, at the subjectivities of the students, especially in the transition from Early Childhood Education to Elementary School I, in which there is a sudden change in methodologies.