Estratégias de regulação utilizadas por futuros professores: cartilha como um guia prático no enfrentamento de emoções indesejáveis

Abstract

Emotion regulation can be understood as any coping strategy (whether problematic or adaptive) that the individual uses when confronting unwanted emotional intensity. The present study aimed to identify scientific studies that have investigated emotion regulation strategies in initial teacher training courses nationwide, in the last 5 years. It covered national publications from 2019 to 2023 in the journals CAPES, SciELO, BVs-Psi and Google Scholar. A total of 03 articles were selected in three different publication locations, 2 of which were published in 2022 and one in 2020 in the journals SciELO, Capes/MEC and BVS-Psi. The booklet was created based on the findings in the literature review, covering a little about emotions in the academic context, emotion regulation strategies and practical applications. In the articles we found adaptive strategies such as cognitive reappraisal, breathing control and maladaptive strategies such as suppression and rumination. At the national level, there is a notable lack of studies that seek to investigate specific emotion regulation strategies for teachers in training. Furthermore, it is important to highlight that none of the articles discussed in this analysis had as its central objective the exploration of this theme. It is essential that there is greater investment in research and debates on more comprehensive emotion regulation strategies.