A educação socioemocional e suas contribuições para o desenvolvimento dos/as estudantes: um mapeamento na literatura nacional

Abstract

This study addresses socio-emotional education in dialogue with the perspective of critical education, which proposes a broader and more integrated formation of the human being, going beyond the traditional model of education focused solely on content transmission. Through a qualitative bibliographic review, the study presents findings on academic literature that discusses socio-emotional education in the school context, aiming to examine how this approach, as presented in the analyzed publications, promotes (or not) the development of cognitive, emotional, and social aspects in the educational process. The analyses are based on the premise that the conceptions disseminated in the literature may align either with a neoliberal and individualistic logic or with a critical and emancipatory perspective—this distinction being a central element of the investigation. The results show that socio-emotional education has been highlighted as an important approach in the educational process. However, the analysis of academic production reveals that many of the approaches found in the selected texts are aligned with a functional and adaptive perspective, reinforcing discourses of individual responsibility and the development of skills aimed at school performance and market integration. This reveals an approximation to neoliberal principles, although some authors also offer contributions aligned with a critical perspective, which values comprehensive development, social awareness, and the confrontation of inequalities. Thus, the coexistence of different conceptions is observed, with a prevalence of an instrumental view of socio-emotional education in the academic literature analyzed.