Formación permanente de migrantes adultos refugiados. El papel de la inteligencia emocional en el desarrollo de habilidades para la vida

Abstract

Este proyecto profundiza en la educacion de los refugiados e inmigrantes adultos y en el desarrollo de sus capacidades a traves de la inteligencia emocional. Grecia y Europa han sido llamadas a acoger diferentes estratos culturales y origenes culturales y religiosos. Las personas que se vieron obligadas a desarraigarse de su familia, su hogar, su educacion, su trabajo y de su propio pais estaban llamadas a llegar a paises con lenguas, religiones, mentalidades y estilos de vida diferentes. Un gran reto fue la composicion y diversidad del potencial estudiantil. Ahora es importante estudiar y centrarse en las influencias educativas y sociales especificas (por ejemplo: estereotipos, familia) en el apoyo educativo a los refugiados (recien llegados) y que modelos de integracion de la ensenanza son apropiados para una gestion mas eficaz del aula intercultural. En las "Buenas Practicas de Integracion y Aprendizaje" y, por supuesto, en la orientacion profesional inicial y la Informacion Educativa. La aparicion de la Inteligencia Emocional es, de hecho, un activo esencial en la interacción con nuestra sociedad en desarrollo. La Inteligencia Emocional se refiere a la comunicación con nuestro entorno social y es la capacidad de saber reconocer y gestionar los sentimientos. La existencia de sociedades multiculturales es un gran reto hoy en dia, ya que surge la necesidad de comunicacion y cooperacion sin ningun tipo de prejuicios y estereotipos entre los miembros de la sociedad con diversos antecedentes nacionales, linguisticos y/o culturales. Como parte de la investigacion han surgido varios factores. Entre ellos se encuentran los siguientes: el idioma, las dificultades economicas, el choque cultural, los diferentes niveles culturales entre las razas, los prejuicios, la forma funcional del sistema educativo griego. Por otra parte, factores como el valor fisico, la duracion de la estancia, la edad, la formacion de una identidad nacional positiva, etc. parecen funcionar de forma protectora y pueden influir positivamente en las relaciones sociales. El proposito de este estudio es resaltar el problema que ha surgido despues de la crisis de refugiados e inmigrantes en Grecia y Europa y llenar el vacio en la investigación Lifelong learning and education of adult migrants and refugees. The role of emotional intelligence on the development of skills TSELA Dimitra 6 sobre las perspectivas y el potencial educativo de los refugiados e inmigrantes adultos y a traves del enfoque psicopedagogico de aprendizaje permanente, para investigar el papel de la inteligencia emocional en el desarrollo de habilidades. Ademas, se intenta avanzar en el conocimiento de los factores que pueden predisponer a un individuo a participar en un aprendizaje permanente a traves de la inteligencia emocional.

This project deepens the education of adult refugees and migrants and the development of their skills through emotional intelligence. Greece and Europe have been called upon to embrace different cultural strata and cultural backgrounds and religions. People who were forced to be uprooted by family, home, education, work and by their own country were called to come to countries with different languages, religions, mentalities, and lifestyles. A great challenge was the composition and diversity of student potential. It is now important to study and focus on the specific educational and social influences (i.e.: stereotypes, family) on educational support for (newly arrived) refugees and which teaching integration models are appropriate for more effective management of the intercultural classroom. In the “Good Practices of Integration and Learning” and, of course, in the initial vocational orientation and Educational Information. The emergence of Emotional Intelligence is, in fact, an essential asset in interaction with our developing society. Emotional Intelligence refers to communication with our social environment and is the ability to be able to recognize and manage feelings. The existence of multicultural societies is a big challenge nowadays, as the need arises for communication and cooperation without any kind of prejudices and stereotypes among the members of the society with diverse national, linguistic and/or cultural background. As part of the research several factors have come up. They include the following: the language, the economic difficulties, the cultural shock, the different cultural levels among the races, the prejudices, the functional way of the Greek educational system. On the other hand, factors such as physical courage, the length of stay, age, the formation of a positive national identity etc. seem to function protectively and can positively influence social relations in schools. The purpose of this study is to highlight the problem that has arisen after the crash of refugees and immigrants in Greece and Europe and to fill the gap in research on the educational prospects and potential of adult refugees and immigrants and through the Lifelong learning and education of adult migrants and refugees. The role of emotional intelligence on the development of skills TSELA Dimitra 10 psycho-pedagogical approach of lifelong learning, to investigate the role of emotional intelligence in development of skills. Also, is attempting to advance knowledge of the factors that may predispose an individual to engage in lifelong learning through emotional intelligence. The literature regarding lifelong learners generally focuses on two broad dimensions: (1) skills and abilities such as being able to plan and monitor their own learning, learning in a variety of settings and using a variety of strategies, and information literacy skills; and (2) beliefs about learning, themselves as learners, and knowledge.