AS FINALIDADES DAS COMPETÊNCIAS SOCIOEMOCIONAIS NA ESCOLA: UMA ANÁLISE A PARTIR DA BNCC

Abstract

This study is part of the research line "Education, Culture, Theories, and Pedagogical Processes" of the Graduate Program in Education (stricto sensu) at the Centro Universitário Mais (UNIMAIS). It aims to analyze the purposes of socio-emotional competencies as proposed by the Brazilian National Common Core Curriculum (BNCC). The research question guiding this study is: What are the purposes of introducing socio-emotional competencies into Brazilian basic education, and how are these competencies presented in the BNCC? The overall objective is to understand the context of socio-emotional competencies within the curricular policies of Brazilian basic education, as well as their theoretical foundations, in order to highlight their purposes in the BNCC. The specific objectives are: a) to identify the curricular policies of basic education in Brazil within their historical and theoretical contexts; b) to discuss the concepts, origins, and theoretical foundations of socioemotional competencies within the context of educational policies; and c) to analyze the purposes of socio-emotional competencies in the current BNCC, comparing them with the theoretical framework adopted in this research. The research is bibliographic in nature, with a basic and exploratory approach, conducted to expand theoretical knowledge on socio-emotional competencies in the BNCC. The following guiding documents of Brazilian education were qualitatively analyzed: the National Education Guidelines and Framework Law (LDB), the National Curriculum Guidelines for Basic Education, the National Education Plan (PNE), the 1988 Constitution of the Federative Republic of Brazil (CF/1988), the Statute of the Child and Adolescent (ECA), and the BNCC itself, which ensures the learning and development rights of all Basic Education students. The main theorists that supported this study were Chauí (2014), Freire (1979, 1983, 1996, 1999, 2000), Libâneo (2004), Saviani (1973, 2005, 2008a, 2008b), Young (2011), among others. The results reveal the artificial separation between cognitive and socio-emotional competencies as presented in the BNCC. However, rather than solving these problems, the inclusion of socio-emotional competencies, as currently proposed, may contribute to deepening this alienation and perpetuating the neoliberal system.