ANÁLISE DO AUTOCONTROLE EM ALUNOS ALFABETIZADOS SOB A PERSPECTIVA DA INTELIGÊNCIA EMOCIONAL

Abstract

Emotional intelligence is versed as the competence that provides individuals with the ability to recognize, manage, and regulate their own emotions. This research portrays the level of emotional intelligence skills, specifically, the self-control of students from two institutions, one of which has emotional intelligence development programs in its curriculum, while the other does not have this benefit. The objective is to analyze the effect of emotional learning on students who are emotionally literate from the perspective of emotional intelligence at Atena College and compare it with those from Tancredo Neves School, who are not emotionally literate. The method was a descriptive study, situated in the Psycholinguistic and Cognitive view, Education and emotional intelligence: culture and personal development, theoretically supported in the studies of emotions, emotional intelligence, management and regulation of emotions, with a quali-quantitative and correlational approach, whose sample included 104 students. For data collection, the questionnaire (Emotional Intelligence Measure - EIM) was used. In the results, it was observed that the respondents from Tancredo Neves School show a slight positive result compared to Atena College. However, it can be noticed, in the general context, regarding the domain of emotions, that the results in both institutions cannot be considered satisfactory, since in several aspects less than 50% of the respondents indicate a low capacity to deal well with emotions. It is concluded that emotions tend to manifest themselves in the form of patterns of thoughts, feelings, behaviors and influences, however, they are moldable, that is, they can be learned in formal and informal learning contexts, therefore, one cannot ignore the interference caused in the behavior of humans, which requires a greater awareness and involvement on the part of education managers in the sense of applicability in the school curriculum related to emotional components.