Socio-emotional education in RN: dialogues on post-BNCC pedagogical practices

Abstract

This article aims to analyze how two private schools, one in Natal / RN and the other in Parnamirim / RN, after BNCC orientation, included socio-emotional education in their curricular proposal, using specific didactic materials to carry out their work , namely: the School of Intelligence, by Augusto Cury, and LIV - Laboratory of Life Intelligence. It is worth noting that both materials, as described, aim to promote reflection, debate, listening and the development of emotions. For that, we use the theoretical assumptions of Howard Gardner (2000); the postulates of CASEL (2015); Anita Abed (2014), Silva (2018); Ferraz & Belhot (2010); Neves (1995), Kauark, Manhães and Medeiros (2010), among other authors, who constituted themselves as an important support point for the construction of the arguments of the present work. We observed, through the interviews, that although they have specific materials, some flaws in the execution in the work with socioemotional education are observed, especially with regard to the moment to talk about emotions, since it is predetermined, in a day and time only. In addition, it was noticeable in the statements of the interviewees from School A and School B that the pedagogical practices are not worked in an inter or transdisciplinary way, but, in part, if there is any demand. Thus, we came to the conclusion that the challenge involved in the promotion of socioemotional skills in the school space, as well as in the construction of a school aimed at the integral development of the human being, must still be considered as a revolutionary study in the face of the historical context in which we live. . Posture, listening, looking, the quality of the bond established with teaching and learning situations need to cover the different constitutive dimensions of the human being, as well as the multiple aspects of learning.