A arte como ferramenta para desenvolver a inteligência emocional na educação inclusiva
DOI:
https://doi.org/10.22633/rpge.v30iesp1.20892Palavras-chave:
Inteligência emocional, Arte, Desenvolvimento, Educacação inclusiva, Educação secundária socialResumo
Este estudo aborda o crescente número de estudantes com NEE em escolas regulares e a necessidade de ferramentas eficazes para o desenvolvimento da IE. O objetivo é avaliar o desenvolvimento criativo e emocional combinado de crianças com NEE por meio de metodologias baseadas em arte e analisar seu impacto na IE. Os métodos incluíram análises de regressão e correlação, estatística descritiva e sistematização. Os resultados mostram que o número de estudantes com NEE influencia significativamente a prevalência da escolarização inclusiva, enquanto a carga de trabalho docente e a proporção de crianças fora da escola correlacionam-se com os níveis de inclusão. As regiões da Ucrânia foram agrupadas em clusters com altas e baixas taxas de inclusão. Foi identificada uma relação negativa entre a matrícula em instituições especiais e o potencial de desenvolvimento de competências sociais e emocionais. Destaca-se que uma maior participação em práticas artísticas inclusivas esteve associada ao aumento da IE, que passou de 55,6 para 91,0 pontos.
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