Competência socioemocional no currículo: itinerários de Colégios da Rede Jesuíta de Educação

Abstract

The present study is the result of professional Master's degree research that was developed in five schools of the Jesuit Education Network (RJE), which were used as a corpus to achieve the following objectives: to analyze the process of inserting socio-emotional competence into the curriculum of the schools in the Jesuit Education Network (RJE), to examine the documents resulting from the schools participation in the School Quality Management System (SQGE); to describe the types of methodological approaches used as well as the mediators of the process of developing socioemotional competence; to identify and analyze the assessment methods used in the development of socio-emotional competence in RJE Schools and to build a diagnosis of the systematization process of the socio-emotional dimension in the curricula of RJE Schools.. The study presents a theoretical discussion based on the constitution of a state of knowledge and the theoretical framework that ranges from the specifications and conceptualizations of key terms to the definitions of curriculum and integral formation used, also pointing out the pedagogical proposal of the Jesuit Education Network (RJE). Among the main authors studied, Jorge Larrosa Bondía (2002) e de Zilda Aparecida Pereira Del Prette e Almir Del Prette (2022, 2007, 2009, 2001). The research is classified as qualitative in terms of approach, as it seek to understand a context, and based on information narrated by subjects. As a data collection instrument, interviews with College employees and content analysis of the “Learning Map” document were used, which describes the expected learning for each of the dimensions of comprehensive training. As for nature, it is classified as applied, since it aimed to generate knowledge for practical application; and, related to the objectives, it can be defined as exploratory research, as its objective is to expand knowledge about the inclusion of socio-emotional competence in the school curriculum. For content analysis, data processing was used, based on Roque Moraes (1999), as it better suited the objectives of the study. From the data analysis, approximations were observed in the forms of organization of the learning maps, as well as the identification of the main influences. It was also identified that the socioemotional dimension is developed in different ways (curricular component, projects or tutoring), with the mediation of different actors (psychologists, educational counselors or learning counselors, christian formation agents or pastoralists and teachers) and is evaluated based on several processes (observations, rubrics and self-assessments). The research presents a diagnosis of the situation of institutions in relation of the work with the socioemotional dimension and points to other possibilities and developments of this study.