Competências socioemocionais na educação do campo: concepções e mediação de professores dos anos iniciais do ensino fundamental

Abstract

The objective of this research was to investigate the conceptions and mediation processes of socio-emotional skills of teachers who work in the initial years, in rural schools in the municipality of Salgado de São Félix-PB. We used Ponte (1992) as a theoretical reference to discuss teachers’ conceptions; Machado (2002), Perrenoud (1999), Brasil (2018), regarding the definition of the term competencies; Abed (2014), Sette and Teixeira (2021), Silva (2022), to support reflections on socio-emotional skills; Bisarro and Santos (2020) to support socio-emotional skills in the context of rural schools; Feuerstein (1980 apud Meier; Garcia, 2011), in the teacher mediation process. We adopted a qualitative, exploratory approach. Regarding procedures, the research is configured as a case study. Data were collected through a questionnaire divided into three parts: (I) Identification; (II) Professional data and pedagogical profile; (III) About the topic investigated. The latter, composed of thirteen questions that covered three categories: socio-emotional skills: conceptions, challenges and teaching needs; school's pedagogical proposal; and mediation for the development of socio-emotional skills, the instrument was applied to twelve teachers who work in the early years of Elementary School and analyzed from the perspective of thematic analysis. We also sought to identify in the Pedagogical Political Projects of the schools investigated how the topic of socio-emotional skills is addressed and we demonstrated that, although these documents were prepared after the BNCC, they do not directly address this topic. The results point to a superficial view of socioemotional skills, in addition to mediation practices that often do not mobilize socioemotional aspects. We conclude that there is a weakness in pedagogical mediation for the development of socio-emotional skills, which requires investment in the continued training of teachers, given that, through mediation processes, they can mobilize socio-emotional skills in students from rural schools.