Banca de QUALIFICAÇÃO: LINDNEIDE DANNYELLE MARIA LUZZIARA ARAÚJO DE MELO MEDEIROS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : LINDNEIDE DANNYELLE MARIA LUZZIARA ARAÚJO DE MELO MEDEIROS
DATE: 22/12/2025
TIME: 14:00
LOCAL: REMOTO - Google Meet
TITLE:

EMOTIONAL LITERACY IN WORK ACTIVITIES OF TEACHERS

KEY WORDS:

Emotional Literacy. Teachers’ Work. Human Agency. Social Representations.

PAGES: 100
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The teaching profession is considered by the International Labour Organization (ILO) one of those areas that most demands emotional effort due to daily interaction with a large number of people (students, colleagues, families). These emotions may be pleasant in some situations (joy, gratitude, enthusiasm) and unpleasant in others (sadness, anger, fear). This way, knowing how to manage them is essential to preserve emotional balance. Within this context, Emotional Literacy, understood as a set of skills that foster self-knowledge and self-management of emotions, emerges as a possible alternative to support teaching work. Accordingly, the present study aims to investigate how Emotional Literacy is manifested and implicated in the work of female teachers in the Language Arts area in full-time elementary education. Regarding the methodological aspects, this investigation follows a qualitative approach (Bogdan & Biklen, 1994), with an ethnographic strand of an interpretive and exploratory nature (Denzin & Lincoln, 2006). It is a field study (Moreira & Caleffe, 2008) and is situated within the scope of Applied Linguistics (Moita Lopes, 2006; 2011). The theoretical framework adopted encompasses theories drawn from the Neuroscience of Emotions (Damásio, 2000; 2009; 2015; Lent, 2010), Emotional Intelligence (Goleman, 2012), Emotional Education (Foz, 2023; Decarli, 2023) and, consequently, Emotional Literacy (Barcelos, 2015; 2024). It also aligns with Social Cognitive Theory (SCT), which addresses Human Agency (Bandura, 2008), as well as with the Theory of Social Representations (Moscovici, 2007). The results highlight Emotional Literacy as involving skills that are important to the work of the participating teachers, given the contributions it offers regarding the management and self-knowledge of emotions, thereby supporting the direction of attitudes (Human Agency). The Social Representations related to their work activity, in turn, constructed, in some cases, since childhood, are reflected in the quality of relationships, in conflict resolution inside and outside the classroom and, consequently, in the workplace environment potentially contributing to the practice of the profession in a calmer and more emotionally balanced manner. In addition, listening to these teachers’ voices about their work entails granting them a meaningful opportunity to externalize their emotions and reflect on them, as well as on the implications these emotions have for relationships in work situations.

COMMITTEE MEMBERS:
Presidente - 1674285 - ANA MARIA DE OLIVEIRA PAZ
Interna - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS
Externa à Instituição - CECILIA DECARLI - UFRGS
Externa à Instituição - MARIA APARECIDA DA COSTA