Competências socioemocionais: uma “nova” pedagogia? Estudo dos fundamentos de uma perspectiva educacional emergente

Abstract

This thesis has as its theme the notion of socio-emotional competences and as an object of study its incorporation in the curricular policies of national education. More specifically, it seeks to identify and analyze the economic, political, ideological and epistemological foundations that guide the proposals for the formation of socio-emotional competences. Furthermore, it problematizes the implications of the incorporation and operationalization of this concept in educational policies. Taking historical and dialectical materialism as a theoretical-methodological framework, we analyzed, in the context of the crisis of capital and neoliberalism, the perspectives put forward for the formation of workers' subjectivity by different fields: political, economic, people management, psychology and education. Regarding the notion of socio-emotional competences, we identified its indirect link at the epistemological level with the socio-emotional pedagogy, developed with the contribution of constructs from the field of psychometric psychology, and its direct link at the political-programmatic level with the pedagogy of competences, having as explicit intentionality common to the formation of flexible and adaptable subjectivities to fluctuating and precarious economic and social conditions. Due to the action of intergovernmental and non-governmental organizations, particularly the OECD and the Ayrton Senna Institute, this notion, based on an epistemological syncretism of different constructs, guides the construction of a pedagogy of socio-emotional competences, not yet fully developed. Such organizations were and continue to be responsible for the construction, dissemination and consolidation of the socio-emotional agenda, producing and disseminating studies that serve as scientific evidence to support such agenda, building curriculum models and instruments for the assessment of socio-emotional skills to support pedagogical proposals and articulating together with other public and private agents to promote and implement educational policies aimed at the development of these skills.