As competências socioemocionais na política curricular da BNCC: desdobramentos na formação de professores

• Autor(a) principal: Silva, Graciela Coêlho da
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/25896
• topic: Políticas curriculares; BNCC; Competências socioemocionais; Formação de professores; Curriculum policies; Social-emotional competencies; Teacher formation; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation of Master’s degree course inserts in the department of Public Policies and Basic and Superior Educational Management, of the postgraduate program in Public Policy and Educational Management, of Federal University of Santa Maria (UFSM-RS), approach the topics such as Curriculum Policies, BNCC, Social-Emotional Competencies and Teacher Formation. Has the general obective to investigate the teacher formation proposition in the Santa Maria’s municipal schools concerning with the Social-Emotional Competencies contemplated by BNCC. For specifics objectives prioritizes: Investigate the proposition about the teachers social-emotional competencies formation contemplated by BNCC; discuss about the aspects that compose the Social-Emotional Competencies; broaden the knownledge concerning the Social-Emotional Competencies. Grounded in a qualitative approach based research, being a case study type, to be accomplish with the pedagogical sector team of Santa Maria Municipal Department of Education. The theoretical framework is organized based in authors such as: Bisquerra (2000), Burgos (2015), Damásio (2004), Freire (1987), Freitas (2018), Goleman (1998), Lück (2002), Minayo (2009), Morin (2011), Rios (2008), Sacristán (2013). The results obtained through this research, show us that the Public Educational Policies needs to be reviewed and discussed from de educator’s perspective, thus, is worth mentioning the importance in contemplate the Social-Emotional Competencies as mental health promoter in teacher’s formation, although prudence is necessary about possible interferences maded by private institutions (Neoliberal’s logic), to fight against the public school mercantilization. About the formation involving the Social-Emotional Competencies in regards to BNCC, still don’t having a sistemactly purpose, specific points exists that sinalize worries in correlation with this view. Lastly, a resource developed as a educational product, through a didactic book, consisting on a suggestive proposal for teacher formation, giving it back (in a very modest way), the privilege of being a postgraduate student in Public Policies and Educational Management, in Federal University of Santa Maria.