Socio-emotional skills in the school context

a bibliographic review study

Abstract

Historically, school curricula have always privileged the cognitive, which makes the student realize that the school's only concern is the grades obtained from assessments. However, with the enactment of the National Education Guidelines and Bases Law (LDB), there was a new look at the socio-emotional issue of students, despite the assessment parameters questioned by some authors for the Brazilian reality. Therefore, the present work aims to analyze discussions about socio-emotional aspects for student development. To this end, a literature review was carried out in the Coordination for the Improvement of Higher Education Personnel (Capes) database and 24 (twenty-four) studies were retrieved in total, 1 (one) dissertation and 23 (twenty-three) articles produced between the years 2011 and 2023. As a re-sult, 8 (eight) articles related to the research were selected and the selected works can be discussed. It was noticed that the studies believe that the school continues to be concerned with the socio-emotional aspect, as it interferes with learning and consequently in the future of the students. 25% of the research questioned the parameters used to evaluate the socio-emotional aspect of the Brazilian student. It can be concluded that the selected studies address the importance of reflecting on the student's socio-emotional, as they contribute to better educational experiences. It is also highlighted that the studies that applied foreign research instruments obtained positive results and, there are studies, which believe that the application of socio-emotional assessment models can stereotype participants.