Banca de QUALIFICAÇÃO: GILBERTO RODRIGUES DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : GILBERTO RODRIGUES DA SILVA
DATE: 21/03/2025
TIME: 09:00
LOCAL: Fundaj Apipucos
TITLE:

SOCIOEMOTIONAL EDUCATION: Interactions and experiences in a Full-Time School.

KEY WORDS:

Affection; Full-time secondary education; Socio-emotional education; Historical-cultural; Perezhivanie.

PAGES: 99
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This project addresses the issue of socio-emotional education, which has gained prominence as an essential pedagogical approach for the comprehensive development of children and young people, in a scenario in which skills such as empathy, self-regulation and conflict resolution become indispensable to face contemporary challenges. In Brazil, the full-time school model has emerged as a suitable space to foster these skills, by extending the school day and enabling meaningful interactions between students, teachers and the community. We understand that social interactions in the school environment and the concept of Perezhivanie, from Vygotsky's school, as subjective and transformative experiences, are central to the development of socio-emotional skills. Full-time schools can provide, but not all provide, a privileged space for the integration of cognitive and emotional aspects, promoting a welcoming environment that stimulates curiosity, resilience and the strengthening of interpersonal relationships. It is also important to highlight the need for pedagogical practices that are sensitive to the sociocultural context of the school, aligned with programs such as CASEL and LIV, with the teacher playing an essential role in mediating emotional experiences. In this context, it is essential to investigate how daily experiences in this environment contribute to the socioemotional development of students. This study analyzes socioemotional education in the context of a full-time school located in Jaboatão dos Guararapes-PE, in the Metropolitan Region of Recife-PE. The main objective is to understand how the interactional processes and experiences in this school environment favor the development of socioemotional skills, which are fundamental for both academic learning and emotional well-being. The research adopts a qualitative approach, configured as a case study, with data constructed through content analysis, ethnographic observations in the school environment and records in field diaries, in addition to letters written by students. The expected results include subsidies for ongoing teacher training, the promotion of more welcoming and inclusive school environments, and guidelines for pedagogical practices that integrate the teaching of socio-emotional skills, positively impacting students, educators and school communities.

COMMITTEE MEMBERS:
Externa à Instituição - GISELE TOASSA
Presidente - FLAVIA MENDES DE ANDRADE E PERES
Interna - POMPEIA DE VILLACHAN E LYRA