Resumo

RENDON URIBE, Alexandra. Education of socio-emotional and teaching styles  in middle education. sophia [online]. 2015, vol.11, n.2, pp.237-256. ISSN 1794-8932.

This article presents  some results of a research which purpose was to analyze the relationship between education of socio-emotional competence and teaching styles of  middle education teachers in the municipality of Caucasia.  This was a mixed  and descriptive research  performed  in 2012, involving  both qualitative and quantitative instruments.  The sample included 50 teachers and 955 students taking grades 10 and 11 at schools of the region.   In general terms, that, notwithstanding  teachers have a middle / high trend toward mediation (participative) style, and  some issues as acquisition of standards and values are honored,  there was a reiterated feeling  by students that methodology enforced by teachers sometimes results rigid, repetitive, and does not allow personal aspects to be freely expressed,  construction of social ties, and conflicting situations to be faced.  Although students made a middle / high score in the test of socio-emotional competence, there are cohabitation and socio-emotional problems in:  self-efficacy, self-regulation, self-control, problem resolution, social skills and empathy.   Likewise, dialogue was constantly regarded as the means to educate socio-emotional competences, and to resolve this type of conflicts, but  there was a claim by the students  on the lack of communication and little  interaction  supposedly existing  between teachers and students.   As an answer to the objective, it may be held that  teaching styles are directly related to education of socio-emotional competence of the students, as they allow or not a suitable environment for dialogue, conflict management, and strengthening  emotional and social competences, which in turn, promote an ethic cohabitation  at school environment.

Palavras-chave : School conflict; School life; Social-emotional competence; Teaching styles.

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