A dimensão sócioemocional em diálogo com o currículo e a formação integral

Abstract

The present work aims to analyze how the socio-emotional dimension dialogues with the curriculum and integral formation. For this, it is analyzed how the socio-emotional dimension is contemplated in the curricula of the schools of the RJE (Jesuit Education Network) from their practices, intentions and monitoring of their educational managers. In order to achieve the objective of this research, a qualitative approach was chosen, with the methodological proposal the study of multiple cases, with the participation of three educational institutions of the EJN. For data collection, document analysis, semi-structured interviews and conversation circles were used. The analysis of the documents sent by the schools was important for the appreciation of the practice and development of the socio-emotional dimension in educational institutions. Three academic directors were interviewed who participated and collaborated effectively, affectively and actively, explaining their practices, beliefs, values, experiences of their institutions and, in this way, were able to corroborate the qualification of the work. The conversation circles had the participation of 6 teachers, 2 from each educational institution, who work in Elementary School 1. These teachers also contributed to the research in order to explain their practices, perceptions, beliefs and experiences in the classroom. All the analysis of the researched content allowed the reflection and categorization of the material acquired, since the collected elements were essential for an analysis and evaluation of the propositions. Through the narratives and analysis of documents, it was noticeable that the institutions surveyed are based on their pedagogical practices that have the Ignatian Pedagogy as a foundation. The research findings indicate that there is a concern and a dialogue between the socio-emotional dimension, the curriculum and comprehensive training. They also signal the intentions, perceptions, values, meanings and experiences lived in educational institutions in the perspective of integral learning. Research is also relevant, in the context of educational management, with an important role in monitoring, stimulating, boosting and enhancing the development of the socio-emotional dimension, in addition to contributing and highlighting the pedagogical practices of institutions supporting and contributing to the training of teachers and of all the teaching staff. As an intervention proposal, it is suggested the creation of working groups with the institutions of the Network with the objective of enhancing the socio-emotional dimension in the curricula, aiming at comprehensive training, in addition to qualifying pedagogical practices in the perspective of training educational institutions and with the intention to carry out successful exchanges for the qualification of the pedagogical political project of each school.