O papel da psicopedagogia na promoção de habilidades socioemocionais: um relato de pesquisa sobre empatia e prevenção da violência escolar

Abstract

This study analyzes the role of Psychopedagogy in promoting socio-emotional skills, with an emphasis on empathy, as a strategy for preventing school violence in Early Childhood Education. The research is qualitative in nature, with a descriptive-interpretative approach, based on the results of the PIBIC project “Prevention of school violence: the management of empathic skills,” developed at the Colégio de Aplicação of the Federal University of Paraíba (CAp/UFPB). The study involved 13 preschool children from an afternoon class. Methodological procedures included conversation circles, storytelling activities, and hypothetical situations conducted in person, enabling children to express their perceptions and experiences regarding conflicts and interpersonal relationships. Data analysis followed a discursive and interpretative perspective, grounded in Psychopedagogy and socio-emotional development studies that understand empathy as a structuring element of learning and school coexistence. The findings revealed a significant presence of empathic attitudes, both spontaneous and mediated, expressed through behaviors such as care, help, inclusion, cooperation, and perspective-taking, including interactions with a peer diagnosed with Autism Spectrum Disorder. The results indicate that empathy strengthens interpersonal bonds, enhances the emotional climate of the classroom, and acts as a protective factor against aggressive behaviors. It is concluded that Psychopedagogy, by intentionally fostering socioemotional skills, contributes preventively to the development of more ethical, inclusive, and peaceful school environments from early childhood.