Autonomy and participative processes in emotional education

Ana Paula Caetano; Catarina Sobral

doi:10.31637/epsir-2024-537

Authors

Ana Paula Caetano University of Lisbon https://orcid.org/0000-0003-2481-5215
Catarina Sobral https://orcid.org/0000-0003-4017-5481

DOI:

https://doi.org/10.31637/epsir-2024-537

Keywords:

emotional education, higher education pedagogy, participation, autonomy, critical approach, pandemia, competence approach, collaborative self-study

Abstract

Introduction: This paper presents a research about emotional education, with the purpose to identify and reflect on the introduction of changes in the educational process, to analyze the perspective of students about participative and autonomous processes, as well as the tensions and difficulties experienced. Methodology: A collaborative self-study project was conducted by two teachers of a graduate course of Teacher and Training during two school years affected by pandemic. It analyzes twenty six students’ portfolios and theirs written reflections on the educational processes and learning. Results: Participatory and autonomy processes undertook new formats and were boosted and developed in these exceptional circumstances. Students valued the building of a personal learning project, centered on their own goals for development and in conjunction with a class collective project. Several challenges and tensions arose, such as an immense flow of asynchronous interactions between teachers and students, very demanding for all, and inequalities in the conditions of access and use of the technologies. Conclusions: It is important to reinforce the emotional education research field exploring and problematizing the experiential and critical dimensions of emotional learning. That requires constant search for a creative integration of competence and critical approaches.

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Author Biographies

Ana Paula Caetano, University of Lisbon

Ana Paula V. Caetano has a degree in Psychology, a master's degree and a doctorate in Educational Sciences from the University of Lisbon. She is a researcher integrated into the UIDEF. She participates in national and international projects in the areas of curriculum and teacher training and in interdisciplinary topics, with emphasis on professional development, ethics and ethical training of education professionals, education and citizenship, socio-educational mediation, artistic education and intercultural education. She has scientific articles, books and book chapters published in Portuguese, Spanish, French and English. She coordinates, at the Institute of Education-University of Lisbon, the Doctorate course in Education-Specialty in Teacher Training and Supervision, and the Master's course in Education and Training-Specialty in Social and Cultural Development.

Catarina Sobral

In 2014, she completed her PhD in Education at the Institute of Education of the University of Lisbon; in 2008, at the same University, she obtained her Master's degree in Curriculum Theory and Development; and in 2001, she completed her Bachelor's degree in Early Childhood Education at the Escola Superior de Educação de Lisboa of the Polytechnic Institute of Lisbon. She is an accredited trainer in the areas of: Curriculum Theory; Pedagogy for the Social Development of Children and Youth; Pedagogical Relationship. She has published several articles in specialized journals and book chapters. The most frequent topics in her scientific production are: Early childhood education; Action research; Professional development; Collaboration; Conflict; Mediation; Teacher training; Training through research; Emotions; Self-study; Educational inclusion; Higher education pedagogy.

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