Resumo

VITAL, Soraya Cunha Couto  e  URT, Sonia da Cunha. BNCC AND SOCIO-EMOTIONAL SKILLS: a critical analysis of continuing education proposals. Revista Teias [online]. 2022, vol.23, n.71, pp.256-268.  Epub 28-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.70252.

The proposals presented by the BNCC, which portray the emphasis on competences and skills taken from a socio-emotional focus, seem to offer a supremacy of this aspect to the other components of human development, disfavoring a concept of integral development. However, the human formation that is proposed based on the cognitive-affective unit from the perspective of Historical-Cultural Psychology, is found as a support for the discussion of what has been unveiled in the current context of continuing teacher education, by highlighting programs and training in socio-emotional skills detached from the cognitive aspects and, even more, coated with an ideological character, when assuming, through a seductive speech, an overcoming of the crisis in education and in the learning process. In this article, the objective is to point out and discuss the continuing education of teachers supported by the foundations of the BNCC - the theory of competences and abilities, from the point of view of Historical-Cultural Psychology, sharing the cut of a study carried out in the process of a PhD in Education, which critically analyzes the reductionist view of these competencies and their interrelation with the continuous process of teacher training. It is concluded that, in order to favor the teachers' reading of reality, a consistent formation is necessary, which reveals and establishes the dialectical relationships between development and learning, cognition and affectivity, thus constituting a counterpoint to the emotional determinism of being, doing. and exist or reexist in the corpus of the school context.

Palavras-chave : Historical-Cultural Psychology; socio-emotional skills; teacher training.

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