Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-05-30T17:01:53Z No. of bitstreams: 1 DIS_ARIELA_SANTANA_CARDOSO_PARCIAL.pdf: 783354 bytes, checksum: 641fe5f50efb6fc2411be321629166df (MD5) / Made available in DSpace on 2017-05-30T17:01:53Z (GMT). No. of bitstreams: 1 DIS_ARIELA_SANTANA_CARDOSO_PARCIAL.pdf: 783354 bytes, checksum: 641fe5f50efb6fc2411be321629166df (MD5) Previous issue date: 2017-01-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The research on "social-emotional" terminology has been used in Psychology in a dispersed way, in plural contexts and with different ways of defining it. The theme of socioemotionality and receiving investments for research around education. Still, with a greater concentration of studies with children and young people, in addition to the prevalence of quantitative research. In this context, a population of teachers has been little investigated in relation to their perceptions of relations with students and school. These perceptions are relevant in that they raise teachers' demands on how advanced educational actions for students and improve feelings of job satisfaction. Two studies compose the present dissertation, being a conceptual analysis and an empirical study. The conceptual analysis explores empirical studies of the last ten years around Psychology that use the term socioemotional. The objective of the research was evaluated as the concept has been employed, defined, in its contexts, its operationalization and as measures used in the different researches. The search returned 74 articles, being only two national articles. There has been an increase in the number of studies using the term over the past five years, with the prevalence of studies around education and development. In all, 26 terms related to the socioemotional term were found, so that the term "socioemotional" adjective used terms in the studies. In all, 73% of the studies did not operationalize the concept of social-emotional, although 66% of the studies propose to measure socioemotionality dimensions. In view of the results obtained in the first study, we chose to develop a qualitative study in teachers, since they are presented in a less expressive way. The empirical study aimed to investigate a perception of teachers about their relationship with students and a school in a sample of public elementary school teachers in Porto Alegre. In all, 16 teachers participated in focus group discussions about perceptions of their relationship with their students and their relationship with the school. Teachers were divided into two groups, with a first phase and another with the second phase of elementary education. The researcher asked guiding questions about teacher-student relationships and their relationship with a school. How teachers' statements were recorded and later transcribed and analyzed. A thematic analysis was conducted, in which the categories emerged from the speeches of the participants. The results pointed to a need for dialogue between teachers, school, community, and government for greater effectiveness of education actions. In addition, a promotion of information about a value as educational actions for a community to improve their relationships. / A pesquisa em torno da terminologia ?socioemocional? vem sendo utilizada em Psicologia de forma dispersa, em contextos plurais e com diferentes formas de defini-lo. O tema da socioemocionalidade vem recebendo investimentos para pesquisas na ?rea da educa??o. Ainda assim, h? maior concentra??o de estudos com crian?as e jovens al?m da preval?ncia de pesquisas quantitativas. Nesse contexto, a popula??o de professores tem sido pouco investigada em rela??o ?s suas percep??es das rela??es com alunos e escola. Essas percep??es se mostram relevantes na medida em que levantam demandas dos docentes em rela??o a como promover a??es educacionais eficazes para os alunos e melhoram sentimentos de satisfa??o no trabalho. A presente disserta??o ? composta por dois estudos, sendo uma an?lise conceitual e um estudo emp?rico. A an?lise conceitual explora estudos emp?ricos dos ?ltimos dez anos na ?rea de Psicologia que utilizam o termo socioemocional. O objetivo da pesquisa foi avaliar como o conceito tem sido empregado, definido, em quais contextos, sua operacionaliza??o e as medidas utilizadas nas diferentes pesquisas. A busca retornou 74 artigos, sendo apenas dois artigos nacionais. Observou-se um aumento do n?mero de estudos que utilizam o termo nos ?ltimos cinco anos, com preval?ncia de estudos na ?rea de educa??o e desenvolvimento. Ao todo, 26 termos conectivos ao termo socioemocional foram encontrados, de forma que o termo ?socioemocional? adjetivava os termos trazidos nos estudos. Ao todo, 73% dos estudos n?o operacionalizou o conceito de socioemocional, ainda que 66% dos estudos tenham se proposto a medir dimens?es de socioemocionalidade. Em vista dos resultados obtidos no primeiro estudo, optamos por desenvolver um estudo qualitativo em professores, j? que se apresentam de forma menos expressiva. O estudo emp?rico teve como objetivo investigar a percep??o de professores sobre sua rela??o com os alunos e com a escola em uma amostra de professores de rede p?blica de ensino fundamental em Porto Alegre. Ao todo 16 professores participaram das discuss?es dos grupos focais a respeito das percep??es da sua rela??o com seus alunos e da rela??o com a escola. Os professores foram divididos em dois grupos, sendo um da primeira fase e outro da segunda fase do ensino fundamental. O pesquisador fez perguntas norteadoras com os temas de rela??o professor-aluno e de sua rela??o com a escola. As falas dos professores foram gravadas e posteriormente transcritas e analisadas. Foi conduzida uma an?lise tem?tica, em que categorias emergiram das falas dos participantes. Os resultados apontaram para a necessidade de di?logo entre professores, escola, comunidade e governo para maior efic?cia das a??es de educa??o. Al?m disso, a promo??o de informa??o sobre a import?ncia as a??es educacionais para a comunidade podem melhorar essas rela??es.