Criticism of the social-emotional skills formation at school
The development of socio-emotional skills at school has been identified as an urgent need to guarantee the individual success of children and adolescents. Those who defend these ideas consider that the school, since its emergence, has been concerned only with the intellectual development of students...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Revista HISTEDBR on-line |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8659871 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/histedbr/article/view/8659871 |
| Access Level: | acceso abierto |
| Palabra clave: | Competências socioemocionais Psicologia histórico-cultural Alienação Competencias socioemocionales Psicología histórico-cultural Alienación Social-emotional skills Historical-cultural psychology Alienation |
| Sumario: | The development of socio-emotional skills at school has been identified as an urgent need to guarantee the individual success of children and adolescents. Those who defend these ideas consider that the school, since its emergence, has been concerned only with the intellectual development of students, regardless of their affective-emotional development, causing harm to everyone. Thus, this article presents an analysis of some proposals for the development of socio-emotional skills at school produced by the Ayrton Senna Institute, BID, OECD and present in the secondary education reform and in the Brazil’s Common Core. In these proposals, some information was selected and organized into pre-defined categories, according to the adopted theoretical framework, historical-cultural psychology and historical-critical pedagogy. As a result, there is the artificiality of the split established between the cognitive and affective functions of the human psyche that is expressed in the dichotomy between cognitive and socio-emotional skills, and that the formation of socio-emotional skills is presented as a solution to the problems arising from the alienation inherent to capitalist society, contributing, however, only to the deepening of this alienation and the maintenance of the existing relations of domination. |
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