Educació emocional a l’aula: l’escriptura com a eina de detecció del patiment emocional de l’alumnat de secundària

Castilla Galdeano, Quim; Herrero Alcántara, Toñi; Ribalta Llombart, Ingrid

Educació emocional a l’aula: l’escriptura com a eina de detecció del patiment emocional de l’alumnat de secundària

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Citation

Castilla Galdeano, Q, Herrero Alcántara, T, Ribalta Llombart, I. Educació emocional a l’aula: l’escriptura com a eina de detecció del patiment emocional de l’alumnat de secundària. 2022. handle: http://hdl.handle.net/10230/54551

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Abstract

The aggressive and impulsive behaviour of the students, as well as the lack of general motivation are the main concerns of the faculty. On the other hand, the needs and feelings of young people who are suffering psychologically are often invisible. Situations related to deficiencies in emotional intelligence that result in an increase in the difficulties and affective disorders, and the behaviour of the students. Currently, in secondary schools, emotional education is not worked in a transversal way, beyond tutorials and, in other areas, at the discretion of the teacher. The hypothesis of this work is that in the classes of Language and Literature, literary productions (writings, reports, etc.) can be used as a channel of expression and for the detection of emotional suffering. Through a survey of teachers, it is clear that there is a concern for the emotional health of secondary school students. Also noteworthy is the need for training in education and emotional management by teachers. With the analysis of a sample of texts. It is concluded that written productions can provide information to identify warning signs of the emotional suffering of students to intervene, alert of possible risk situations and refer to the network of professionals.

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Treball fi de màster de l’especialitat de Llengua i Literatura Catalana i Castellana. Màster de Formació del professorat d'Educació Secundària i Batxillerat UPF-UOC
Tutor: Antonio Luengo Bravo