Desenvolvimento de competências socioemocionais: formação de professores para a implementação e avaliação de uma intervenção com estudantes do ensino fundamental

Abstract

The study is linked to research line 2: Training and action of the teaching professional and educational practices and to the research group: Construction of subjectivity processes in the school context, of the Unoeste Graduate Program. Research in the field of education is increasingly showing that problems of behavior and social interaction in the school environment have increased and interfered in school routine and even in academic performance indices. Considering the new propositions of the BNCC and the socio-emotional competences as competences for the 21st century and the reduced number of studies that contemplate proposals and intervention programs with children in the Brazilian context, this research aims to identify theoretical contents present in databases, to know the repertoire of teachers who work in elementary education and organize an intervention proposal for the school context. To this end, a structure of three studies was designed. In the first one, a scoping review was carried out whose objective was to identify research on socio-emotional skills (CSE) and children in the Brazilian context in the available literature. Through the PRISMA – ScR protocol, the inclusion and exclusion criteria for publications in the Virtual Health Library (VHL) were elaborated; Scientific Electronic Library Online (SciELO); Brazilian Institute of Information in Science and Technology (Ibict Oasisbr) and CAPES Periodicals Portal. The eight selected publications deal with content related to socio-emotional skills, the social and emotional skills that form these skills and the relationship with child development, its implications and contributions. Together, the studies highlight the importance of actions that contribute to the development of socio-emotional skills in the school context, considering this as relevant for human development in its entirety. The second study involved finding out what teachers think about the issue of socio-emotional skills. Twenty elementary school teachers (1st to 5th grade) participated in the research, 90% female (N=18) and 10% male (N=2) who work in the same school in a small town. in the interior of the state of São Paulo. A hybrid questionnaire configured with closed and open questions was used as a data collection instrument. The results obtained revealed that teachers recognize the importance of CSE for the child's development and are willing to participate in training activities, considering the issue of socio-emotional skills. The third study aims to present a proposal for teacher training for the application of an intervention program for the development of CSE in the classroom with children from the 1st to the 5th year of Elementary School. The proposal covers eight meetings and each meeting has a CSE theme to be developed through strategies applied by teachers in the classroom. The article summarizes the evidence-based intervention proposal from other national programs related to CSE that show positive results.