<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982023000100176</article-id>
<article-id pub-id-type="doi">10.1590/0102-469841010</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[EMOTIONAL REGULATION IN THE WORKPLACE: A QUALITATIVE STUDY WITH TEACHERS]]></article-title>
<article-title xml:lang="pt"><![CDATA[REGULAÇÃO EMOCIONAL NO LOCAL DE TRABALHO: UM ESTUDO QUALITATIVO COM PROFESSORES]]></article-title>
<article-title xml:lang="es"><![CDATA[REGULACIÓN EMOCIONAL EN EL LUGAR DE TRABAJO: UN ESTUDIO CUALITATIVO CON DOCENTES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[FRANCIANE ANDRADE DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GONDIM]]></surname>
<given-names><![CDATA[SÔNIA MARIA GUEDES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PALMA]]></surname>
<given-names><![CDATA[EMANUEL MISSIAS SILVA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Baiano  ]]></institution>
<addr-line><![CDATA[Salvador Bahia (BA)]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia (BA)]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escola Bahiana de Medicina e Saúde Pública  ]]></institution>
<addr-line><![CDATA[Salvador Bahia (BA)]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100176&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aimed to characterize the emotional labor of the professional and technological education teacher by examining the emotions and the emotion regulation strategies teachers adopt. Eight focus groups were held, with the participation of forty-one teachers to collect the data. For the data analysis, we adopted the inductive and deductive categorization methods. The results showed that different emotions are activated in the face of specific emotional demands and that teachers use a variety of strategies, either in isolation or in chains, to regulate them. However, cognitive change strategies and situation modification of the procedural model of emotional regulation were more frequently reported. The results suggest differences in the regulatory preferences of the teachers based on the career period and the training /performance area. Future research could use varied methods (e.g., observation diary) to investigate the regulation&#8217;s dynamic, context, and outcomes and develop a contextual scale of teacher emotion regulation. The findings have implications for teacher training programs, educational management, and future research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo teve como objetivo caracterizar o trabalho emocional do professor da educac&#807;a&#771;o profissional e tecnolo&#769;gica, ao examinar as emoc&#807;o&#771;es e as estrate&#769;gias de regulac&#807;a&#771;o emocional adotadas pelos professores. Foram realizados oito grupos focais, com a participac&#807;a&#771;o de quarenta e um professores para coletar os dados. Para a ana&#769;lise de dados, adotou-se o me&#769;todo indutivo e dedutivo de categorizac&#807;a&#771;o. Os resultados mostraram que sa&#771;o ativadas diferentes emoc&#807;o&#771;es frente a&#768;s demandas emocionais especi&#769;ficas e que os professores usam uma variedade de estrate&#769;gias, de forma isolada ou encadeada, para regula&#769;-las. No entanto, as estrate&#769;gias de modificac&#807;a&#771;o cognitiva e modificac&#807;a&#771;o da situac&#807;a&#771;o do modelo processual de regulac&#807;a&#771;o emocional foram mais frequentemente relatadas. Os resultados sugerem diferenc&#807;as nas preferencias regulato&#769;rias dos professores, baseadas no peri&#769;odo da carreira e na a&#769;rea de formac&#807;a&#771;o/atuac&#807;a&#771;o. Pesquisas futuras poderiam utilizar me&#769;todos variados (e.g., observac&#807;a&#771;o, dia&#769;rio) para investigar o processo dina&#770;mico e contextual da regulac&#807;a&#771;o e seus desfechos, ale&#769;m de propor uma escala contextual de regulac&#807;a&#771;o emocional docente. As descobertas te&#770;m implicac&#807;o&#771;es para programas de formac&#807;a&#771;o docente, gesta&#771;o educacional e pesquisas futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este estudio tuvo como objetivo caracterizar el trabajo emocional del profesor de educación profesional y tecnológica, examinando las emociones y las estrategias de regulación emocional adoptadas por los profesores. Se realizaron ocho grupos focales, con la participación de cuarenta y un docentes en total, para recolectar datos. Para el análisis de los datos, se adoptó el método inductivo y deductivo de categorización. Los resultados mostraron que diferentes emociones se activan ante demandas emocionales específicas y que los docentes utilizan una variedad de estrategias, aisladas o encadenadas, para regularlas. Sin embargo, las estrategias de modificación cognitiva y modificación de situaciones del modelo procedimental de regulación emocional fueron reportadas con mayor frecuencia. Los resultados sugieren diferencias en las preferencias normativas de los docentes, con base en el período de carrera y área de formación/actividad. Futuras investigaciones podrían utilizar diferentes métodos (por ejemplo, observación, diario) para investigar el proceso dinámico y contextual de regulación y sus resultados, además de proponer una escala contextual de regulación emocional docente. Los hallazgos tienen implicaciones para los programas de formación docente, la gestión educativa y la investigación futura.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Emotional Labor]]></kwd>
<kwd lng="en"><![CDATA[Emotion Regulation]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Emocional]]></kwd>
<kwd lng="pt"><![CDATA[Regulac&#807;a&#771;o Emocional]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="es"><![CDATA[Trabajo Emocional]]></kwd>
<kwd lng="es"><![CDATA[Regulación Emocional]]></kwd>
<kwd lng="es"><![CDATA[Profesor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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