Competências socioemocionais, práticas educativas e o desenvolvimento integral das crianças.

Abstract

This research, entitled “Socioemotional competencies, educational practices and the integral development of children”, has the general objective of analyzing the presence of intentionality in educational practices for the development of socioemotional competencies in a 3rd year elementary school class. With theoretical support in Salovey and Mayer (1998); Cosenza (2011); Goleman (2011); (Marin et al. (2017), Cury (2019); Freire (1996;1997) among others.The methodology used is basic in nature and its approach is qualitative. Regarding the type of research, field research was carried out, with an exploratory nature. For data production, direct observation techniques and semi-structured interviews were used. To identify the presence of intentionality regarding the development of socioemotional competencies in educational practice, the lesson plans and the daily routine used by the teacher were also analyzed. Regarding the results, it can be reported that there is a significant gap in teaching practice, regarding pedagogical work to develop socioemotional competencies. In the researched context, there was a lack of awareness of the importance of working on socioemotional competencies for learning. The teacher demonstrated that she understands that emotions are important, but without a theoretical basis, without understanding their strong influence on the development of students, both in their personal and educational lives, and it was also noticed that there was no intentional work through educational practices, and when Some dynamic or activity took place that worked on the affective dimension, it was in a fragmented way.