Unindo forças: colaboração entre docentes e discentes na construção da felicidade no ambiente escolar

Abstract

Happiness is a theme that has aroused interest in various fields of knowledge, including education. After all, what is the role of the school in promoting the happiness of its student and teacher? How can happiness contribute to the teaching-learning process and to human and social development? These are some of the questions that guided this work, which aimed to investigate the conception and perception of happiness of the teaching and student body of EMEF Student Ana Beatriz Macedo Tavares Marques, research that was authorized by the school director, it is emphasized that the Ana Beatriz School is located in the municipality of Maracanaú, in the Metropolitan Region of Fortaleza. For this, a qualiquantitative research was carried out, of an exploratory and descriptive nature, using as data collection instruments questionnaires applied to the students of the 6th to the 9th year of elementary school and to the teachers of the same school. The data analysis was based on four categories: 1) Conceptions of happiness; 2). Factors that influence happiness in education; 3) Strategies to foster happiness in educational environments; 4) Benefits of happiness in education. The results revealed that the participant of the research has varied conceptions about what happiness is, but in general associates it with positive feelings, such as love, peace, joy, gratitude, satisfaction and fulfillment. In addition, it identified several factors that can influence happiness in education, such as: interpersonal relationships, recognition, appreciation, participation, autonomy, cooperation, diversity, inclusion, creativity, playfulness, motivation, respect, ethics and citizenship. Regarding strategies to foster happiness in educational environments, participants suggested: promoting playful, artistic, cultural and sports activities; stimulate dialogue, listening and welcoming; encourage student leadership and protagonism; provide moments of reflection and self-knowledge; value individual and collective potentialities and talents; recognize and celebrate achievements and advances; integrate families and the community into the school’s pedagogical project; invest in the continuing education of teachers; improve the physical and material conditions of the school. Finally, the participants pointed out the benefits of happiness in education, such as: improvement of the school climate; increase in self-esteem and self-confidence; reduction of stress and anxiety; strengthening of affective bonds; improvement of academic performance; development of socio-emotional skills; expansion of learning opportunities; promotion of physical and mental health and contribution to the integral formation of subjects. From the analysis of the collected data, it was concluded that the “construction of happiness in the school environment” is a complex and stimulating challenge, which requires a multidimensional and transdisciplinary approach. In this sense, it is necessary to consider the various epistemological conceptions about happiness that coexist in contemporary society, as well as the historical, cultural, social, political and theological influences that shape them.