Araújo, Allyson Carvalho deCavalcanti, Renata Nishimura Guerra2020-09-152020-09-152020-05-28CAVALCANTI, Renata Nishimura Guerra. Educação Física e competências socioemocionais: experimentos didático-pedagógicos para uma resolução de conflitos assertiva. 2020. 155f. Dissertação (Mestrado Profissional em Educação Física em Rede Nacional) - Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte, Natal, 2020.https://repositorio.ufrn.br/jspui/handle/123456789/30060Social-emotional competencies have recently been included in the educational curriculum due to the tendency of providing integral formation to students. Such competencies are necessary for an interpersonal conflict resolution that considers the views of all involved. School, as an environment of relations, is also an environment of conflicts. Thus, it was established as the objective of this research analyzing a set of school physical education classes for the final years of middle school that had as subject matter sports and its dialogue with social-emotional competencies. It was established as specific objectives identifying to which categories the conflict resolution used by the students that participated in the research apply before and after the didactic intervention, and discussing a possible improvement in the quality of conflict resolution from the social-emotional development of the students that took part in the research. The research is characterized as descriptive with a qualitative approach of the participant type and had as population the students of the Vigário Bartolomeu State School (Natal/RN). For the sample, 8th-grade students were selected, and within the 16 participants, 10 were girls and 6 were boys, with an average age of 14 years old. Data collection occurred during the physical education classes of the fourth bimester of 2019. The Children’s Action Tendency Scale (CATS), the field diary, and photographs with illustrative functions were used as research instruments. The didactic intervention was carried out by the teacher-researcher and had 10 meetings of 50 minutes each. In it, it was noticed the development of the teacher-researcher’s concept about conflicts, and her attempts to influence the students on the same path. When using CATS before the intervention, the found results had the assertive tendency in the first place, the submissive tendency in second, and the aggressive tendency in third. After the intervention, the submissive tendency came in the first place, followed by the assertive tendency, and then the aggressive tendency. Although the result was not as positive, it is emphasized that a longitudinal experience could express a different outcome. The valorization of submission for a good social life, the emotional maturity of students who may have chosen not to get involved in some conflicts, the insufficient pedagogical time for more effective work, and the emphasis on empathy during the sequence of classes, which by valuing the feeling of others could lead to submission, were mentioned as possible explanations.Acesso AbertoEducação Física EscolarConflitos interpessoaisCompetências socioemocionaismasterThesis