Resumen

MANFRE, Ademir Henrique. The concept of Socio-Emotional Competences in Brazilian educational reforms. Sér.-Estud. [online]. 2021, vol.26, n.57, pp.267-288.  Epub 18-Oct-2021. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v26i57.1419.

This article deals with the topic of Socioemotional Competences and school education. It is supported by studies in the field of Curriculum Policies and aimed to problematize the socio-emotional curriculum model recognized as one of the cornerstones of Education today. The objective was to reflect on the limits of the so-called Competence Pedagogy present in current educational reforms. According to the Brazilian Common Core Curriculum (BNCC), Socioemotional Competences are understood as a set of skills and procedures necessary for the individual to develop self-knowledge, the ability to mediate conflicts, and to solve everyday problems. In this perspective, the Pedagogy of Socioemotional Competences, as opposed to a traditional education, arises a proposal for integral training: affective, cultural, educational, and professional. Thus, from the theoretical framework of Frankfurt, it was intended to analyze the limits of an educational conception of socioemotional competence aligned with instrumental and business logic. It started from the following question: why is the school ascribed to develop theoretical and practical skills and abilities permeated by the Pedagogy of Socio-emotional Competences? In conclusion, from a philosophical-critical perspective on cultural formation (Bildung) it was presented how the economic imperative in Education is translated into what Adorno conceptualized as Semiformation (Halbbildung).

Palabras clave : socioemotional competences; semiformation; teaching.

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