Educação positiva com estudantes do ensino médio integrado: contribuições para o bem-estar na escola

Abstract

Education, following its role in the formation of citizens, is supposed to contemplate an educational process that values, besides the cognitive aspects, other constituent dimensions of this subject, including the emotional one. One of the premises of Professional and Technological Education is the integral formation of the individual. In this regard, the inclusion of learning about emotions is an important aspect for the omnilateral formation of this learning subject. The present work came from the observation made by the researcher, as a school psychologist at a Professional and Technological Education institution, about how the students emotional experiences show up in the school environment, mainly in the post-pandemic context, and the importance of considering the emotional aspects in the formation process of students of Integrated High School. The general objective of the research was to investigate the flourishing domains (positive emotion and engagement) in Integrated High School students while coping with situations in the school context; and as specific objectives: to identify the most frequent emotions in Integrated High School students; to describe the experiences of positive emotions in the school environment by Integrated High School students in the different situations that they experienced; and to develop a positive education course with Integrated High School students as a well-being promoting strategy in the school environment. It is a research with a qualitative approach, of an applied, exploratory and descriptive nature and, about its technical procedures, a field research was carried out, using interviews as data collection instruments. Data analysis was based on Bardin's (2011) content analysis. The proposal is inserted within the Professional Master's Program in Professional and Technological Education (PROFEPT), in the concentration area of teaching and in the research line Educational Practices in Professional and Technological Education (EPT). As research findings, it can be named: students' difficulty in identifying and coping with emotions; the manifestation of different emotions, many times concurrent and contradictory to each other in their daily experience; the connection among emotions, relationships established at school and engagement in school activities. The research enabled the development of an educational product, which is a theoretical-experiential positive education course, entitled "Educating for (and with) the emotions", carried out on site with a group of 10 students of the 1st grade of Integrated High School, where Thematic works related to the learning of emotions were done, based on the Positive Psychology benchmark, prioritizing positive emotions. It was verified, through evaluation with the course participants, the viability of its execution in a school environment and potential results in their daily experience with emotions, which represents a promising indication for application in educational environments and the contribution for the integral formation process of the students.