Competências socioemocionais e ação docente: construção de um processo formativo integral no ensino superior

Abstract

The present research is linked to Research Line 1 – Public Policies in Education, formative processes, and diversity – of the Graduate Program in Education at the University of Oeste Paulista (PPGE-Unoeste). The general objective was to verify how to develop a formative process based on socio-emotional competences (SECs) in order to provide students with integral development. To this end, the research was carried out through a qualitative and collaborative approach. Data collection instruments included participant observation, a semi-structured interview guide with the professor, a questionnaire form for students, and document analysis. In this sense, the present research is grounded in the principles of the Big Five as its theoretical framework, whose main purpose is to assess personality traits, also known as the Five-Factor Model. The study was structured into three stages: the first conducted a scoping review of the literature on socio-emotional training in higher education, following the Prisma protocol; the second involved the planning of the semester’s course lessons; and finally, the third aimed to verify whether the formative process developed in collaboration between the participating professor and the researcher succeeded in fostering socio-emotional competences in students. The results indicated that the available research in academic platforms is primarily focused on basic education. It was also inferred that the participating professor possesses knowledge about socio-emotional training, but at no point in his professional trajectory had he sought to verify whether his lessons were truly impacting students’ emotional development. It was found that the formative process jointly developed by the professor and the researcher fostered conscientiousness (self-management ability) in the majority of students, 58.8%, as measured through a questionnaire applied at the end of the course. In conclusion, it is inferred that it is possible to foster the integral development of students; however, it is necessary for the professor to design specific strategies for the formative process.