Crítica à formação de competências socioemocionais na escola
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFLA |
Texto Completo: | http://repositorio.ufla.br/jspui/handle/1/54377 |
Resumo: | The development of socio-emotional skills at school has been identified as an urgent need to guarantee the individual success of children and adolescents. Those who defend these ideas consider that the school, since its emergence, has been concerned only with the intellectual development of students, regardless of their affective-emotional development, causing harm to everyone. Thus, this article presents an analysis of some proposals for the development of socio-emotional skills at school produced by the Ayrton Senna Institute, BID, OECD and present in the secondary education reform and in the Brazil’s Common Core. In these proposals, some information was selected and organized into pre-defined categories, according to the adopted theoretical framework, historical-cultural psychology and historical-critical pedagogy. As a result, there is the artificiality of the split established between the cognitive and affective functions of the human psyche that is expressed in the dichotomy between cognitive and socio-emotional skills, and that the formation of socio-emotional skills is presented as a solution to the problems arising from the alienation inherent to capitalist society, contributing, however, only to the deepening of this alienation and the maintenance of the existing relations of domination. |
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Crítica à formação de competências socioemocionais na escolaCriticism of the social-emotional skills formation at schoolCrítica a la formación de competencias socioemocionales en la escuelaCompetências socioemocionaisPsicologia histórico-culturalAlienaçãoSocial-emotional skillsHistorical-cultural psychologyAlienationCompetencias socioemocionalesPsicología histórico-culturalAlienaciónThe development of socio-emotional skills at school has been identified as an urgent need to guarantee the individual success of children and adolescents. Those who defend these ideas consider that the school, since its emergence, has been concerned only with the intellectual development of students, regardless of their affective-emotional development, causing harm to everyone. Thus, this article presents an analysis of some proposals for the development of socio-emotional skills at school produced by the Ayrton Senna Institute, BID, OECD and present in the secondary education reform and in the Brazil’s Common Core. In these proposals, some information was selected and organized into pre-defined categories, according to the adopted theoretical framework, historical-cultural psychology and historical-critical pedagogy. As a result, there is the artificiality of the split established between the cognitive and affective functions of the human psyche that is expressed in the dichotomy between cognitive and socio-emotional skills, and that the formation of socio-emotional skills is presented as a solution to the problems arising from the alienation inherent to capitalist society, contributing, however, only to the deepening of this alienation and the maintenance of the existing relations of domination.A formação de competências socioemocionais na escola tem sido apontada como uma necessidade premente para garantir o sucesso individual de crianças e adolescentes. Quem defende essas ideias considera que a escola, desde o seu surgimento, tem se preocupado apenas com o desenvolvimento intelectual de alunas e alunos, sem se importar com o seu desenvolvimento afetivo-emocional, causando prejuízos a todas e todos. Assim, este artigo apresenta uma análise de algumas propostas de formação de competências socioemocionais na escola produzidas pelo Instituto Ayrton Senna, BID, OCDE e presentes na reforma do ensino médio e na BNCC. Foram selecionadas nessas propostas algumas informações organizadas em categorias pré-definidas, de acordo com o referencial teórico adotado, a psicologia histórico-cultural e a pedagogia histórico-crítica. Como resultado, constata-se a artificialidade da cisão estabelecida entre as funções cognitivas e afetivas do psiquismo humano que se expressa na dicotomia entre competências cognitivas e socioemocionais, e que a formação de competências socioemocionais é apresentada como solução para os problemas decorrentes da alienação inerente à sociedade capitalista, contribuindo, porém, tão somente para o aprofundamento dessa alienação e a manutenção das relações de dominação vigentes.Universidade Estadual de Campinas (UNICAMP), Faculdade de Educação2022-08-29T16:53:08Z2022-08-29T16:53:08Z2022-05-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfSILVA, M. M. da. Crítica à formação de competências socioemocionais na escola. Revista HISTEDBR On-line, Campinas, v. 22, p. 1-20, 2022. DOI: 10.20396/rho.v22i00.8659871.http://repositorio.ufla.br/jspui/handle/1/54377Revista HISTEDBR On-linereponame:Repositório Institucional da UFLAinstname:Universidade Federal de Lavras (UFLA)instacron:UFLAAttribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessSilva, Márcio Magalhães dapor2023-05-08T13:11:35Zoai:localhost:1/54377Repositório InstitucionalPUBhttp://repositorio.ufla.br/oai/requestnivaldo@ufla.br || repositorio.biblioteca@ufla.bropendoar:2023-05-08T13:11:35Repositório Institucional da UFLA - Universidade Federal de Lavras (UFLA)false |
dc.title.none.fl_str_mv |
Crítica à formação de competências socioemocionais na escola Criticism of the social-emotional skills formation at school Crítica a la formación de competencias socioemocionales en la escuela |
title |
Crítica à formação de competências socioemocionais na escola |
spellingShingle |
Crítica à formação de competências socioemocionais na escola Silva, Márcio Magalhães da Competências socioemocionais Psicologia histórico-cultural Alienação Social-emotional skills Historical-cultural psychology Alienation Competencias socioemocionales Psicología histórico-cultural Alienación |
title_short |
Crítica à formação de competências socioemocionais na escola |
title_full |
Crítica à formação de competências socioemocionais na escola |
title_fullStr |
Crítica à formação de competências socioemocionais na escola |
title_full_unstemmed |
Crítica à formação de competências socioemocionais na escola |
title_sort |
Crítica à formação de competências socioemocionais na escola |
author |
Silva, Márcio Magalhães da |
author_facet |
Silva, Márcio Magalhães da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Márcio Magalhães da |
dc.subject.por.fl_str_mv |
Competências socioemocionais Psicologia histórico-cultural Alienação Social-emotional skills Historical-cultural psychology Alienation Competencias socioemocionales Psicología histórico-cultural Alienación |
topic |
Competências socioemocionais Psicologia histórico-cultural Alienação Social-emotional skills Historical-cultural psychology Alienation Competencias socioemocionales Psicología histórico-cultural Alienación |
description |
The development of socio-emotional skills at school has been identified as an urgent need to guarantee the individual success of children and adolescents. Those who defend these ideas consider that the school, since its emergence, has been concerned only with the intellectual development of students, regardless of their affective-emotional development, causing harm to everyone. Thus, this article presents an analysis of some proposals for the development of socio-emotional skills at school produced by the Ayrton Senna Institute, BID, OECD and present in the secondary education reform and in the Brazil’s Common Core. In these proposals, some information was selected and organized into pre-defined categories, according to the adopted theoretical framework, historical-cultural psychology and historical-critical pedagogy. As a result, there is the artificiality of the split established between the cognitive and affective functions of the human psyche that is expressed in the dichotomy between cognitive and socio-emotional skills, and that the formation of socio-emotional skills is presented as a solution to the problems arising from the alienation inherent to capitalist society, contributing, however, only to the deepening of this alienation and the maintenance of the existing relations of domination. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-29T16:53:08Z 2022-08-29T16:53:08Z 2022-05-04 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, M. M. da. Crítica à formação de competências socioemocionais na escola. Revista HISTEDBR On-line, Campinas, v. 22, p. 1-20, 2022. DOI: 10.20396/rho.v22i00.8659871. http://repositorio.ufla.br/jspui/handle/1/54377 |
identifier_str_mv |
SILVA, M. M. da. Crítica à formação de competências socioemocionais na escola. Revista HISTEDBR On-line, Campinas, v. 22, p. 1-20, 2022. DOI: 10.20396/rho.v22i00.8659871. |
url |
http://repositorio.ufla.br/jspui/handle/1/54377 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial 4.0 International http://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial 4.0 International http://creativecommons.org/licenses/by-nc/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas (UNICAMP), Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas (UNICAMP), Faculdade de Educação |
dc.source.none.fl_str_mv |
Revista HISTEDBR On-line reponame:Repositório Institucional da UFLA instname:Universidade Federal de Lavras (UFLA) instacron:UFLA |
instname_str |
Universidade Federal de Lavras (UFLA) |
instacron_str |
UFLA |
institution |
UFLA |
reponame_str |
Repositório Institucional da UFLA |
collection |
Repositório Institucional da UFLA |
repository.name.fl_str_mv |
Repositório Institucional da UFLA - Universidade Federal de Lavras (UFLA) |
repository.mail.fl_str_mv |
nivaldo@ufla.br || repositorio.biblioteca@ufla.br |
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1807835118454177792 |