Isabel Freire

The emotional dimension of teaching in a group of Portuguese teachers

The study of emotions within educational contexts congregates various perspectives, strategies and levels, and requires multidisciplinary approaches to clarify the impact of the emotional dimension of teachers in the classroom. This study aims at understanding through a multidisciplinary approach how teachers manage their emotions within the pedagogical objectives and in which classroom settings they experience emotions regarded as positive or negative. A detailed analysis of the answers of eight Portuguese teachers to an open-ended interview revealed that positive emotions were experienced in classroom contexts whereas negative emotions refer to meso and macro contexts. However, the description and understanding of emotions is centred in two basic categories: happiness and sadness. According to this data, the lack of discrimination of the teachers’ emotional states points to the need of training in this area, namely in what concerns the ability to discriminate and recognise emotions and situations that trigger them.

Emoções no cyberbullying: um estudo com adolescentes portugueses

This paper presents a part of the extensive study of the project Cyberbullying – A Diagnosis of the Situation in Portugal, which applied a questionnaire to 3,525 teenagers in the 6th, 8th and 11th schooling levels. In order to characterize cyberbullying, we have sought to contribute to the identification and interpretation of emotions experienced by the youngsters involved as victims or offenders in cyberbullying situations. The data reveal that sadness, desire for revenge, and fear are the most frequent emotions of the victims, while satisfaction, indifference and relief are those that the offenders experience the most. Data also reveal significant differences between the emotions experienced by victims and those that offenders attributed to them, which can be an indicator of the lack of empathy of the latter and thus requires the development of an emotional education of youngsters. Some significant differences have been found concerning schooling level, sex, school, and municipality, namely: a higher incidence of emotions such as sadness, fear, insecurity, and the desire for revenge among male victims; more feelings of insecurity, relief, confusion, and disorientation among young female offenders; emotions associated with impotence and lack of support experienced by youngsters in the role of victims, more in some schools than in others. These data lead us to reflect on how to take action to prevent cyberbullying.

The Bologna process and the search for excellence: between rhetoric and reality, the emotional reactions of teachers

ABSTRACT There has been an overall change in higher education towards the achievement of outstanding patterns of quality and excellence that assure competitiveness at a global scale. Teachers feel the pressure of official regulations for achieving quality and excellence, based on questionable concepts of quality that do not take into account the experience and beliefs of teachers and lead to emotional states that may promote or hinder adjustment to changes. The present study used a categorical content analysis to capture the emotions that twelve university teachers associate with the changes experienced and with the pursuit of quality emphasized in Portugal by the Bologna Process. The results show that participants revealed mixed emotions regarding change. Students elicit mostly positive emotions, whereas bureaucracy, marketization and career changes generate negative emotions that impede the quest for quality, although in a minority of participants they prompt resilience that stimulates engagement in quality.

Adolescent cybervictimization – Who they turn to and their perceived school climate

The purpose of this study was to understand how adolescent cybervictims perceive their school climate and whether telling school community members, such as teachers, play a significant role in these perceptions. Another objective was to understand whether age and gender played a significant role in the relation between whom cybervictims told and their perceived school climate. The Cybervictims Scale for Adolescents and Children and the Perceived School Climate Scale were applied to 3525 Portuguese students of whom 218 were cybervictims attending 6th, 8th, and 11th grades. Results showed that even though adolescent cybervictims reported cybervictimization more to friends and parents, those who told teachers about their experience, tended to report more positive perceptions of their school climate. Gender and age did not play a significant role in the relationship between cybervictimization and perceived school climate. Implications of the findings are discussed with regards to the role of teachers and in-service training in preventing cyberbullying.

Cyberbullying e Ambiente Escolar: Um Estudo Exploratório e Colaborativo entre a Escola e a Universidade

This text presents a study on the topic Cyberbullying which was carried out with pupils from the 8th grade who attended a private school. A description of the phenomenon being studied in that context is presented and a connection to the social and relational school environment is emphasised, based on the analysis of the data collected by means of a survey comprising open‑ended and closed‑ended questions. Concerning this sample of pupils, it was observed that the contact with Cyberbullying shows a relative high incidence and this phenomenon is connected to school relationships among peers, seeming that face‑to‑face intimidation is transposed onto the cyberspace. The results of the analysis still highlight that an important number of these pupils are passive observers of this phenomenon. It therefore seems that there are some evidence of association between a relative high incidence of Cyberbullying and the socio‑relational school environment, in which some pupils feel discriminated against.

Capa do livro: Docência e formação na perspectiva biográfica: aportes para uma educação integradora das dimensões emocional, relacional e ética Docência e formação na perspectiva biográfica: aportes para uma educação integradora das dimensões emocional, relacional e ética

Projeto “Ensino Superior: inclusao e permanencia dos Setores Populares”, projeto oriundo do edital SECADI/CAPES No02/2014, Programa de Desenvolvimento Academico Abdias Nascimento

Arts and the Voice of Youth in Dialogue

Students bring to schools and classrooms their own values, lifestyles, and world views, reflecting the different cultures to which they belong. Teachers need to be prepared to pedagogically use such diversity and the resources it offers (European Council, 2008). According to Abdallah-Pretceille (2005), the transition from an intuitive, shortsighted, and simplistic view of differences to a conceptualization of the common is achieved through the development of a “scientific spirit” in school.

A Dimensão Emocional da Docência: Contributo para a Formação de Professores

Partindo de quadros teoricos que sao explicitados no texto, este artigo apresenta o conjunto do projeto de investigacao “A Dimensao Emocional da Docencia e Formacao de Professores”. Este projeto pretendeu captar as dimensoes pedagogicas dos sentimentos e emocoes de dois grupos de professores. Inferidas algumas necessidades e aspiracoes de formacao, concebeu-se um esquema de investigacao-formacao que visou o desenvolvimento da literacia emocional dos professores. Ao longo do processo verificaram-se mudancas na capacidade de discriminacao emocional, nas crencas e nos niveis de reflexividade dos professores participantes.