Entender as emoções para melhor viver: treino em reconhecimento de expressões faciais
The research presented here is about emotions: subject of multiple perspectives and diverse actions. The aim was to analyze the performance in emotional competence and aggressive behavior before and after training in recognition of facial expressions of emotions in children 1 year of elementary school. The study included 24 children, aged between 6 and 8 years. The study was divided into three moments being the first pre testing which were used instruments: Aggression Scale and Peer Victimization (EVAP) Test of Emotion Comprehension (TEC) and Emotional Attribution to Bullying Situations (AESB); the second phase was characterized by the training process in recognition of facial expressions of emotion; and a third testing after which the same tests were applied the first time. The analysis was performed according to the application of each test criteria. The results showed that with regard to emotional competence a significant increase (p <.05) in performance as regards the ability to recognize emotions it is possible to hide identify that different individuals may have different emotions on the same stimulus in addition to recognize emotions related to moral aspects. The results related to the identification of emotions in bullying situations indicate no significant difference between pre and post workout, however it was revealed the occurrence of significant (p <0.05) in stories involving female characters. It is intended that the results may assist in further investigation of the evidence of the training's effectiveness in recognizing facial expressions, and contribute to the realization of preventive program s to decrease the incidence of aggressive behavior in school context.
Emoção - expressões faciais, Agressividade - escola, Expressões faciais, Ensino funfamental
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