THE CENTRALITY OF SOCIO-EMOTIONAL COMPETENCES IN CONTEMPORARY CURRICULAR POLICIES IN BRAZIL
The present article aims to map the contemporary social contributions of the studies on neoliberalism and emotional capitalism to the understanding of curricular policies, specifically regarding to the emphasis on socioemotional competences. In this sense, from an alignment in the perspective of Cur...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/38834 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/38834 |
| Access Level: | acceso abierto |
| Palabra clave: | Currículo Competências socioemocionais Capitalismo emocional Políticas curriculares. Competencias socioemocionales Curriculum Social-Emotional Competences Emotional Capitalism Curricular Policies. |
| Sumario: | The present article aims to map the contemporary social contributions of the studies on neoliberalism and emotional capitalism to the understanding of curricular policies, specifically regarding to the emphasis on socioemotional competences. In this sense, from an alignment in the perspective of Curricular Studies, the instituting elements of this contemporary scenario will be problematized in their interface with the proposals of curricular innovation that engender the inclusion of the emotions in the pedagogical work. Through documentary analysis, the approach to the empirical field will be guided by concepts of competence and individualization understood as concepts that, to a greater or lesser degree, articulate the school to the economic imperatives arising from the world of work. The current economic rationality, when engendering specific modes of subjectivation, makes use of emotionality in order to intensify the productivity of individuals and foster the subjective constitution of "selfentrepreneurs". In general, it can be affirmed that the debates about the selection of the school knowledge are repositioned within this formative grammar. |
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