Aprendizagem socioemocional e a construção de valores morais: concepções da equipe do ensino médio de uma escola técnica

Abstract

This dissertation was developed in the Graduate Program in Education at University of West Paulista- Area of concentration: Education - Line of Research: Training and action of the teaching professional and educational practices. With the implementation, the National Common Curriculum Base (BNCC), when referring to cognitive skills, also highlights the concern with Socioemotional Competencies (CSEs) because only intellectual or cognitive ability prevailed for a long time in the teaching and learning process. The BNCC regulates this set of skills and abilities identified as essential but does not provide tools for how teachers will develop these contents in order to achieve the integral formation of students, but proposes possibilities for the operationalization of these skills, according to the reality of each school and of their social context. The objectives of this research are to know, analyze and understand the teaching work aimed at the development of CSEs for the construction of intellectual and moral autonomy of high school students from a technical school in the interior of São Paulo. Semi-structured interviews were used with teachers from a Technical School in the State of São Paulo; for the interpretation of the data, we used the Discursive Textual Analysis, based on authors of the psychology of morality. The results point to the importance of continuing teacher education focused on education in values to support the construction of socio-emotional learning, as teachers experience difficulties in developing pedagogical work with students related to issues involving ethics, moral values and CSEs. It is noted that there is attention in working on aspects related to the development of cognitive skills of a technical nature, as the teacher feels greater responsibility and concern in preparing the student with better technical qualifications for the job market. Therefore, there is a gap in teacher training related to other educational aspects such as socio-emotional learning, education in educational values and legislation, which are permeated by reflective and routine dialogue, increasing teacher criticality in relation to their practices, actions and responsibilities and modifying teaching practice. It is hoped that this research can provide basic elements and guidance to the teacher for the development of CSEs with a view to building the intellectual and moral autonomy of adolescents in training.