Socio-emotional education: paths to inspire studies, research and practices

Eugenia De Paula Benício Cordeiro,Mayara Thayana Neves Costa,Morgana Marcelly Costa Marques

doi:10.20952/revtee.v14i33.13729

Eugenia De Paula Benício Cordeiro, Mayara Thayana Neves Costa + Show 1 more

Open Access

https://doi.org/10.20952/revtee.v14i33.13729

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Abstract

This article presents findings of a bibliographic research which had as its scope identifying social and emotional skills proposed by different authors from this field. More specifically, it aimed to: classifying social and emotional skills by domains of competencies; detailing the skills related to self-awareness, focusing on the emotional dimension; proposing a lesson plan for promoting self-awareness in the classroom. The findings have shown that: by detailing social and emotional skills per competence, it may contribute to guide pedagogical activities based on theoretical pinpoints; deepening the theoretical foundations of emotions is essential for understanding the process of self-awareness; creating pedagogical sequences coherent and consistent with social and emotional development, requires the exercise of transposing theory into practice, respecting each educator’s singularities according to his/her reality in class.

Highlights

Since the 1970s, guiding documents produced for education by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) has guided actions to promote ‘learning to be’, as it is possible to observe in the report of the UNESCO-Paris International Commission for the Development of Education, presented to the world educational community in 1972 (Faure, 1972); as well as in the Report organized by Jacques Delors (Delors et al, 1997), in 1996, which established four fundamental pillars of education: learning to know, learning to do, learning to live with others, and learning to be
The experience with research in this area leads to the understanding that the more specific and detailed the socioemotional skills are, the more the educator can develop a work plan that is adequate to the reality of his/her classes, considering both the class hour and the pedagogical temporality of this learning process, exercising self-observation
The bibliographic research as an investigation "of the available record, resulting from previous research, in printed documents, such as books, articles, theses, etc." (Severino, 2007, p. 122), was fundamental to know the course of studies developed in the area of Socio-emotional Education, allowing to broaden the understanding on the subject and integrate concepts from various authors, contributing to a more detailed characterization of the competencies established by CASEL (Weisseberg et al, 2015): self-knowledge, self-management, relational skills, social awareness, and responsible decision-making

Summary

Introduction

Since the 1970s, guiding documents produced for education by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) has guided actions to promote ‘learning to be’, as it is possible to observe in the report of the UNESCO-Paris International Commission for the Development of Education, presented to the world educational community in 1972 (Faure, 1972); as well as in the Report organized by Jacques Delors (Delors et al, 1997), in 1996, which established four fundamental pillars of education: learning to know, learning to do, learning to live with others, and learning to be.

Results

Conclusion