Aspectos emocionais mobilizados na interação com as tecnologias digitais

uma revisão de escopo

Autores

DOI:

https://doi.org/10.22456/1982-1654.148154

Palavras-chave:

Competência digital, Valência emocional, Educação emocional

Resumo

Este estudo mapeou evidências científicas sobre aspectos e competências emocionais mobilizados na interação com as tecnologias digitais. Uma revisão de escopo foi conduzida nas bases Web of Science, Scopus e PsyNet. Foram identificados 1151 trabalhos na busca inicial, ao final das etapas analisou-se 42, que abordaram principalmente a relação entre competências emocionais — como empatia, autorregulação e resiliência — e o uso das tecnologias digitais. As emoções positivas foram mais frequentemente associadas ao uso digital, mas também foram identificadas emoções negativas, como ansiedade e solidão. Os resultados evidenciam que as competências emocionais são fundamentais para interações saudáveis e éticas no ambiente digital, indicando sua relevância para a formação da cidadania digital.

Downloads

Não há dados estatísticos.

Biografia do Autor

Daniela Karine Ramos, Universidade Federal de Santa Catarina

Professora no Departamento de Metodologia de Ensino e no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Catarina (Brazil). Bolsista Produtividade Pesquisador 2 pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). Líder do Grupo de Pesquisa Edumídia CNPq/UFSC.

Luana Zimmer Sarzi, Universidade Federal de Santa Catarina

Mestre em Educação pela Universidade Federal de Santa Maria (2014). Doutoranda em Educação pela Universidade Federal de Santa Catarina. Professora de Educação Especial no Colégio de Aplicação da Universidade Federal de Santa Catarina. Membro do Grupo de Pesquisa Educação, Comunicação e Mídias - Edumídia - CNPQ/UFSC.

Bianca Stela Luiz e Silveira, Universidade Federal de Santa Catarina

Doutoranda em Educação pela Universidade Federal de Santa Catarina (UFSC). Mestra em Educação pela Universidade do Estado de Santa Catarina (UDESC). Graduada em Pedagogia pela Universidade Federal de Santa Catarina (UFSC). Integrante do grupo de pesquisa EDUMIDIA. 

Raphael de Oliveira Freitas , Secretaria do Estado de Alagoas

Professor de Matemática na Educação Básica. Doutor em Educação pela Universidade Federal de Alagoas. Seus interesses de pesquisa incluem Educação Matemática, Jogos Digitais, Gamificação e Formação de Professores.

Guilmer Brito Silva, Universidade Federal de Alago

 Coordenador do E-Saúde do Hospital Universitário da Universidade Federal de Alagoas. Doutor em Educação pela Universidade Federal de Alagoas.  

Referências

ABDULLAEVA, B. S.; ABDULLAEV, D.; RAKHMATOVA, F. A.; DJURAEVA, L.; SULAYMONOVA, N. A.; SHAMSIDDINOVA, Z. F.; KHAMRAEVA, O. Uncovering the impacts of technology literacies and acceptance on emotion regulation, resilience, willingness to communicate, and enjoyment in Intelligent Computer-Assisted Language Assessment (ICALA): An experimental study. Language Testing in Asia, v. 14, n. 40, 2024. Disponível em: https://doi.org/10.1186/s40468-024-00316-x.

ALEEDAN, M.; ALFADHLY, A. Role of Primary School in Promoting Media Education and English Language Skills for Students. World Journal of English Language, v. 14, n. 5, p. 117, 2024. Disponível em: http://dx.doi.org/10.5430/wjel.v14n5p117.

AUDRIN, C.; AUDRIN, B. More than just emotional intelligence online: introducing “digital emotional intelligence”. Frontiers in Psychology, v. 14, p. 1154355, 2 maio 2023.

SCARFE, B.; ADAMS, C.; GRINGART, E.; MCAULLAY, D.; SIM, M.; STROBEL, N. Maintaining social and emotional wellbeing among older adults during periods of increased social isolation: lessons from the COVID-19 pandemic. Australian Journal of Psychology, v. 74, n. 1, p. 2141584, 2022. DOI: 10.1080/00049530.2022.2141584.

BUCKLEY, M.; SAARNI, C. Skills of emotional competence: Developmental implications. In: CIARROCHI, J. et al. (ed.). Emotional intelligence in everyday life. London: Psychology Press/Erlbaum (UK) Taylor & Francis, 2006. p. 51–76.

CINO, D.; LACKO, D.; MASCHERONI, G.; SMAHEL, D. Predictors of children’s and young people’s digital engagement in informational, communication, and entertainment activities: findings from ten European countries. Journal of Children and Media, [S.l.], v. 17, n. 1, p. 37-54, 2023. DOI: https://doi.org/10.1080/17482798.2022.2123013.

DENHAM, S. A. Emotional competence during childhood and adolescence. In: LoBUE, V.; PÉREZ-EDGAR, K.; BUSS, K. A. (ed.). Handbook of emotional development. Cham: Springer, 2019. p. 493–541. DOI: https://doi.org/10.1007/978-3-030-17332-6_19.

DEVASIA, N.; LEE, J. H. The role of narrative in misinformation games. Harvard Kennedy School (HKS) Misinformation Review, v. 5, n. 5, 2024. DOI: https://doi.org/10.37016/mr-2020-158.

DIERGARTEN, A. K.; NIEDING, G. Children’s and adults’ ability to build online emotional inferences during comprehension of audiovisual and auditory texts. Journal of Cognition and Development, v. 16, n. 2, p. 381–406, 2015. Disponível em: https://doi.org/10.1080/15248372.2013.815625.

DONOSO, G.; CASAS, F.; RUBIO, A.; CÉSPEDES, C. Mediation of problematic use in the relationship between types of internet use and subjective well-being in schoolchildren. Frontiers in Psychology, v. 12, p. 641178, 2021.

ELRAYAH, M.; AISHIHA, F. A. Bridging the digital divide in education: exploring the impact of digitalization on student learning outcomes. ArtsEduca, [S.l.], n. 39, p. 65–76, 2024.

EXTREMERA PACHECO, N.; REY PEÑA, L.; PENA GARRIDO, M. Educadores de corazón: inteligencia emocional como elemento clave en la labor docente. Padres y Maestros (Journal of Parents and Teachers), [S.l.], n. 368, p. 65–72, 2016. DOI: https://doi.org/10.14422/pym.i368.y2016.011.

FANG, J. W.; CHEN, J.; GUO, X. G. Emotional supports in robot-based self-regulated learning contexts to promote pre-service teachers’ digital learning resource development competences. Education and Information Technologies, [S.l.], 2024. DOI: https://doi.org/10.1007/s10639-024-13059-2.

FATAHI, N. et al. Promoting preschoolers’ social and emotional competencies through emotion-focused teaching. Early Education and Development, [S.l.], v. 34, n. 8, p. 1729–1748, 2023. DOI: https://doi.org/10.1080/10409289.2023.2200953.

FERNÁNDEZ-BERROCAL, P.; CABELLO, R.; GUTIÉRREZ-COBO, M. J. Avances en la investigación sobre competencias emocionales en educación. Revista Interuniversitaria de Formación del Profesorado, Zaragoza, v. 31, n. 88, p. 15–26, 2017.

FERREIRA, P. C.; VEIGA SIMÃO, A. M.; PAIVA, A.; MARTINHO, C.; PRADA, R.; ROCHA, J. Serious game-based psychosocial intervention to foster prosociality in cyberbullying bystanders. Psychosocial Intervention, [S.l.], v. 31, n. 2, p. 83–96, 2022. DOI: https://doi.org/10.5093/pi2022a5.

FIRASTA, L.; VANI, M. F.; LUCIBELLO, K. M.; SABISTON, C. M. Understanding social media appearance preoccupation: the role of body image emotions. Psychology of Popular Media, [S.l.], 2024. Publicação antecipada. DOI: https://doi.org/10.1037/ppm0000559.

FRIESEM, Y. It’s all about control: how giving kids control over access, content, and format of their media production advances social and emotional learning. Media Practice and Education, [S.l.], v. 21, n. 4, p. 261–274, 2020.

FU, J.; SIDERIS, M. Digital disconnection of Australian young adults during the COVID-19 pandemic—practices and enablers. Journal of Applied Youth Studies, [S.l.], p. 1–18, 2024.

GALVÃO, T. F.; PANSANI, T. D. S. A.; HARRAD, D. Principais itens para relatar revisões sistemáticas e meta-análises: a recomendação PRISMA. Epidemiologia e Serviços de Saúde, Brasília, v. 24, p. 335–342, 2015.

GARDNER, H. Estruturas da mente: a teoria das múltiplas inteligências. Porto Alegre: Artes Médicas, 1994.

GAZZANIGA, M. S.; HEATHERTON, T. F. Ciência psicológica: mente, cérebro e comportamento. Porto Alegre: Artmed, 2005.

GHOLAMREZAEI, H.; FALSAFINEJAD, M. R.; KHODABAKHSHI-KOOLAAEE, A. Exploring the dimensions of online child sexual abuse: a qualitative meta-synthesis study. Journal of Practice in Clinical Psychology, [S.l.], v. 12, n. 3, p. 217–230, 2024. DOI: https://doi.org/10.32598/jpcp.12.3.758.4.

GOLEMAN, D. Emotional intelligence: why it can matter more than IQ. New York: Bantam Books, 1995.

HAYKAL, D.; CARTIER, H.; KROUMPOUZOS, G. Educational strategies to combat harmful cosmetic dermatology trends in Generations Alpha and Z. Clinics in Dermatology, [S.l.], v. 42, p. 415–419, 2024. DOI: https://doi.org/10.1016/j.clindermatol.2024.05.004.

HIDAYAT, H.; ISA, M. R. M.; TANUCAN, J. C. M.; RAHMAWATI, Y.; ANWAR, M.; SAPUTRA, H. K.; SABRINA, E. Metacognitive awareness determination through technology: a problem-solving Android gamification app. International Journal of Information and Education Technology, [S.l.], v. 14, n. 8, p. 1099–1107, 2024. DOI: https://doi.org/10.18178/ijiet.2024.14.8.2138.

HOBBS, R. Hope matters: how an online learning community advanced emotional self-awareness and caring during the COVID-19 pandemic. Journal of Media Literacy Education, [S.l.], v. 13, n. 3, p. 123–132, 2021.

HOLMAN, E. A.; GARFIN, D. R.; SILVER, R. C. It matters what you see: graphic media images of war and terror may amplify distress. Proceedings of the National Academy of Sciences, [S.l.], v. 121, n. 29, e2318465121, 2024. DOI: https://doi.org/10.1073/pnas.2318465121.

JIA, W.; LIU, L.; PENG, G. The impact of social media on users’ self-efficacy and loneliness: an analysis of the mediating mechanism of social support. Psychology Research and Behavior Management, [S.l.], p. 593–612, 2024.

JOGLAR CAMPOS, C.; QUINTANILLA GATICA, M.; RODRÍGUEZ MALEBRÁN, M.; SOLER AQUEVEQUE, B. Autoeficacia y emociones del estudiantado de ciencias en la enseñanza básica durante la investigación en línea: un estudio exploratorio en Chile. Edutec: Revista Electrónica de Tecnología Educativa, [S.l.], n. 83, p. 135–152, 2023. DOI: https://doi.org/10.21556/edutec.2023.83.2729.

JURŠIĆ, I.; BOGATAJ, D. Enhancing digital government engagement among older adults: literature review and research agenda. IFAC PapersOnLine, [S.l.], v. 58, n. 3, p. 256–261, 2024. DOI: https://doi.org/10.1016/j.ifacol.2024.07.160.

KNAUS, T. Emotions in media education: how media based emotions enrich classroom teaching and learning. Social Sciences & Humanities Open, [S.l.], v. 8, n. 1, p. 100504, 2023.

KOSIC, M. Media literacy and social emotional learning for the net generation. The International Journal of Emotional Education, [S.l.], v. 10, n. 1, p. 68–88, 2018.

LARANJEIRA, C.; GOMES, J.; CARVALHO, P.; QUERIDO, A. Map ourselves through digital storytelling: pedagogical tool in the development of self-knowledge skills on advanced practice psychiatric-mental health nursing. In: International Conference on Higher Education Advances (HEAd'23), València. València: Editorial Universitat Politècnica de València, 2023. p. 709–716. DOI: https://doi.org/10.4995/HEAd23.2023.16381.

LAU, C. H. H.; AHN, B. Latent profiling students’ emotions towards media literacy and examining its relationship to media credibility. European Journal of Psychology of Education, [S.l.], v. 39, p. 3071–3090, 2024. DOI: https://doi.org/10.1007/s10212-024-00796-8.

LAU, P. S. Y.; WU, F. K. Y. Emotional competence as a positive youth development construct: a conceptual review. The Scientific World Journal, [S.l.], 2012. Art. 975189, 8 p. DOI: https://doi.org/10.1100/2012/975189.

LENT, R. Cem bilhões de neurônios: conceitos fundamentais de neurociência. São Paulo: Atheneu, 2001.

LEPIK, K.; MURUMAA-MENGEL, M. Students on a social media ‘detox’: disrupting the everyday practices of social media use. In: KROPF, D. et al. (Ed.). Information Literacy in Everyday Life: 6th European Conference, ECIL 2018, Oulu, Finland, September 24–27, 2018, Revised Selected Papers. Cham: Springer International Publishing, 2019. p. 60–69.

LEVAC, D.; COLQUHOUN, H.; O'BRIEN, K. K. Scoping studies: advancing the methodology. Implementation Science, [S.l.], v. 5, p. 1–9, 2010.

LUZ, F. C.; FONSECA, M.; FRANCO, D. Impactos do ensino remoto no ensino superior privado em Portugal: competências socioemocionais e digitais. Revista Lusófona de Educação, Lisboa, n. 54, p. 49–64, 2021.

MALIKI, J.; TUAH, K. M.; TAIBI, M..; GOVINDARAJU, V.; OSMAN, N. S. A. Self-expression and mental wellbeing of Malaysian youths on social media. Jurnal Komunikasi: Malaysian Journal of Communication, [S.l.], v. 40, n. 3, p. 312–329, 2024. DOI: https://doi.org/10.17576/JKMJC-2024-4003-18.

MAYER, J. D.; SALOVEY, P.; CARUSO, D. R. Emotional intelligence: theory, findings, and implications. Psychological Inquiry, [S.l.], v. 15, n. 3, p. 197–215, 2004. DOI: https://doi.org/10.1207/s15327965pli1503_02.

MOOSES, K.; CAMACHO, M.; CAVALLO F.; BURNARD M. D.; DANTAS, C.; D’ONOFRIO, G.; FERNANDES, A.; FIORINI, L.; GAMA, A.; PERANDRÉS GÓMEZ, A.; GONZALEZ, L.; GUARDADO, D.; IQBAL, T.; SANCHEZ MELERO, M.; MELERO MUÑOZ, F. J.; MORENO MURO, F. J.; NIJBOER, F.; ORTET, S.; ROVINI, E.; TOCCAFONDI, L.; TUNC, S.; TAVETER, K. Involving older adults during COVID-19 restrictions in developing an ecosystem supporting active aging: overview of alternative elicitation methods and common requirements from five European countries. Frontiers in Psychology, [S.l.], v. 13, art. 818706, 2022. DOI: https://doi.org/10.3389/fpsyg.2022.818706.

MUNN, Z.; PETERS, M. D.; STERN, C.; TUFANARU, C.; MCARTHUR, A.; AROMATARIS, E. Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, [S.l.], v. 18, p. 1–7, 2018.

ONISHI, R.; TONE, H.; MARUYAMA, F. Identifying and comparing types of social comparisons on social networking sites among mothers with infants: differences in maternal loneliness by types. Social Psychiatry and Psychiatric Epidemiology, [S.l.], 2024. DOI: https://doi.org/10.1007/s00127-024-02677-3.

OREKHOVA, E. Y. Comparative pedagogy: changing research perspective. Perspektivy nauki i obrazovania – Perspectives of Science and Education, [S.l.], v. 68, n. 2, p. 24–40, 2024. DOI: https://doi.org/10.32744/pse.2024.2.2.

PAPOUTSI, C.; DRIGAS, A.; SKIANIS, C. Emotional intelligence as an important asset for HR in organizations: attitudes and working variables. International Journal of Advanced Corporate Learning, [S.l.], v. 12, n. 2, p. 21–35, 2019. DOI: https://doi.org/10.3991/ijac.v12i2.9620.

PERTIWI, U. G.; MUSTHAFA, B.; GUNAWAN, W. Captivating university students’ digital literacy competence: learning from photovoice. Indonesian Journal of Applied Linguistics, [S.l.], v. 14, n. 1, p. 157–172, 2024. DOI: https://doi.org/10.17509/ijal.v14i1.70415.

REPETTO, E.; PENA, M. Emotional competence in digital environments. Psychology, Society, & Education, [S.l.], v. 9, n. 1, p. 103–115, 2017.

SAARNI, C. The development of emotional competence. New York: Guilford Press, 1999.

SAARNI, C. Emotional competence: a developmental perspective. In: BAR-ON, Reuven; PARKER, James D. A. (ed.). The handbook of emotional intelligence: theory, development, assessment, and application at home, school, and in the workplace. San Francisco: Jossey-Bass, 2000.

SALOVEY, P.; MAYER, J. D. Emotional intelligence. Imagination, Cognition and Personality, [S.l.], v. 9, n. 3, p. 185–211, 1990. DOI: https://doi.org/10.2190/DUGG-P24E-52WK-6CDG.

SCHIRA HAGERMAN, M.; NEISARY, S. Digital literacies learning needs in rural Ontario elementary schools: teacher insights. Canadian Journal of Education / Revue canadienne de l’éducation, [S.l.], v. 47, n. 2, p. 522–554, 2024. DOI: https://doi.org/10.53967/cje-rce.6275.

SHIN, T. S.; HWANG, H.; PARK, J.; TENG, J. X.; DANG, T. Digital Kids Asia-Pacific: insights into children’s digital citizenship. [S.l.]: UNESCO, 2019. Disponível em: http://www.unesco.org/open-access/terms-use-ccbysa-en.

SHMELEVA, E.; KISLYAKOV, P.; LANTSOVA, S.; SURKOVA, A. Media resources in the raising of prosocial behavior of schoolchildren. [S.l.], n. 4, p. 634–644, 2022.

SOPIĆ, D. The use of mobile applications in communication between elderly individuals and their families: literature review and research agenda. IFAC PapersOnLine, [S.l.], v. 58, n. 3, p. 250–255, 2024. DOI: https://doi.org/10.1016/j.ifacol.2024.07.159.

SUKAMTO, M. E.; HAMIDAH, H.; FAJRIANTHI, F. “Can I look like her?”: body image of adolescent girls who use social media. Makara Human Behavior Studies in Asia (MAKARA Hubs-Asia), [S.l.], v. 23, n. 1, p. 60–72, 2019.

SURIÁ MARTÍNEZ, R. Technostress in secondary school teachers: resilient profiles and their influence. Electronic Journal of Research in Educational Psychology, [S.l.], v. 21, n. 59, 2023.

TABATABAEI, S.; BULGAROVA, B.; KOTECHA, K.; PATIL, S.; VOLKOVA, I.; BARABASH, V. Digital citizenship and paradigm shift in generation z’s emotional communication: social media’s role in shaping Iranian familial bonds. Journal of Infrastructure, Policy and Development, [S.l.], v. 8, n. 7, p. 5443, 2024. DOI: http://dx.doi.org/10.24294/jipd.v8i7.5443.

TADDEO, G. Meanings of digital participation into the narrative online communities. Italian Journal of Sociology of Education, [S.l.], v. 11, n. 2, p. 331–350, 2019.

TAURINO, A.; COLUCCI, M. H.; BOTTALICO, M.; FRANCO, T. P.; VOLPE, G.; VIOLANTE, M.; GRATTAGLIANO, I.; LAERA, D. To believe or not to believe: personality, cognitive, and emotional factors involving fake news perceived accuracy. Applied Cognitive Psychology, [S.l.], v. 37, n. 6, p. 1444–1454, 2023. DOI: https://doi.org/10.1002/acp.4136.

TONGLI, B.; ZURWENI, M. S.; TUASIKAL, M. A.; HARNOKO, A. D.; ROZAK, A. Investigating the correlation digital literacy, instructional leadership, and intelligence on work performance. Journal of Infrastructure, Policy and Development, [S.l.], v. 8, n. 10, p. 6356, 2024. DOI: https://doi.org/10.24294/jipd.v8i10.6356.

UNESCO. A policy review: building digital citizenship in Asia Pacific through safe, effective and responsible use of ICT. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education, 2016.

VALENTE, S.; MONTEIRO, A.; LOURENÇO, A. Inteligência emocional na gestão da disciplina em sala de aula. Revista de Estudios e Investigación en Psicología y Educación, [S.l.], 2017. Disponível em: https://doi.org/10.17979/reipe.2017.0.02.2514.

TSORTANIDOU, X.; DARADOUMIS, T.; BARBERÁ-GREGORI, E. Convergence among imagination, social-emotional learning and media literacy: an integrative literature review. Early Child Development and Care, [S.l.], v. 192, n. 2, p. 173–186, 2022. DOI: https://doi.org/10.1080/03004430.2020.1753720.

YIN, H.; LEE, J. C. K.; ZHANG, Z.; JIN, Y. Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education, [S.l.], v. 35, p. 137–145, 2013.

Downloads

Publicado

2026-02-06

Como Citar

RAMOS, Daniela Karine; SARZI, Luana Zimmer; SILVEIRA, Bianca Stela Luiz e; FREITAS , Raphael de Oliveira; SILVA, Guilmer Brito. Aspectos emocionais mobilizados na interação com as tecnologias digitais: uma revisão de escopo. Informática na educação teoria & prática, Porto Alegre, v. 28, n. 2, 2026. DOI: 10.22456/1982-1654.148154. Disponível em: https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/148154. Acesso em: 9 ago. 2026.

Edição

v. 28 n. 2 (2025): Informática na Educação: teoria & prática

Seção

Artigos

Licença

Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Os direitos autorais para artigos publicados nesta revista são do autor, com direitos de primeira publicação para a revista. Em virtude de aparecerem nesta revista de acesso público, os artigos são de uso gratuito, com atribuições próprias, em aplicações educacionais e não-comerciais. Os textos podem ser compartilhados desde que respeitados os direitos autorais sob a licença Creative Commons Não comercial-CompartilhaIgual 4.0.
Recebido 2025-06-11
Aceito 2025-12-01
Publicado 2026-02-06