NOTES ON SADNESS IN STUDENTS WITH INTELLECTUAL DISABILITIES FROM THE PRINCIPLES OF EMOTIONAL EDUCATION

This article aims to analyze the experience of the emotion of sadness in students with intellectual disabilities based on the principles of Emotional Education. Reflecting on the stimuli that generate sadness, can lead the subject to self-knowledge and the reframing of these stimuli, especially in individuals who are victims of exclusion and vulnerabilities, as is the case of people with intellectual disabilities. In this sense, the field of Emotional Education emerges as a pedagogical tool that should be included in the school, since it offers the possibility for the subject to be emotionally educated. This research adheres to the qualitative approach and was carried out with 27 students with intellectual disabilities in Youth and Adult Education (EJA), based on direct observation and semi-structured interviews. The conclusions of the study point out that the emotion of sadness in students with intellectual disabilities needs to be better worked and developed, through the implementation of pedagogical projects in the area of Emotional Education, since this field enables emotional regulation and a healthy experience of sadness, allowing people with intellectual disabilities to make room for the new and break with the many paralyzing barriers that are socially imposed on them.