Avaliação socioemocional de estudantes no Espírito Santo/Brasil e no Chile: entre teorias, políticas e métricas globais
This dissertation aims to understand how the Socioemotional Self-Assessment (Espírito Santo) and the Integral Learning Diagnosis (Chile) have appropriated socioemotional competency assessments in shaping educational policies. The theoretical-epistemological framework is based on the conception of la...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal do Espírito Santo (UFES) |
| Repositorio: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufes.br:10/19193 |
| Acceso en línea: | http://repositorio.ufes.br/handle/10/19193 |
| Access Level: | acceso abierto |
| Palabra clave: | Competências socioemocionais Avaliações educacionais em larga escala Políticas educacionais Educação |
| Sumario: | This dissertation aims to understand how the Socioemotional Self-Assessment (Espírito Santo) and the Integral Learning Diagnosis (Chile) have appropriated socioemotional competency assessments in shaping educational policies. The theoretical-epistemological framework is based on the conception of large-scale educational assessments as instruments of educational policies, the principles of critical-documentary analysis, and the evidential paradigm. Methodologically, the research is qualitative, exploratory in nature, and characterized by a multi-methodological approach, as the object was analyzed and discussed through different methodological perspectives. Chapter I presents the contextualization of the definition process of the research object and the academic journey. In Chapter II, a mapping study of academic production was conducted through an integrative review, in which we analyzed 46 articles from 28 countries across different fields. We observed that studies aiming to understand socioemotional competencies in different contexts are scarce in the educational domain, particularly in large-scale educational assessment. Chapter III analyzes, through documentary research, how socioemotional competencies are (or are not) incorporated into the educational normative documents of the state of Espírito Santo/Brazil and Chile, and what the general foundational bases of these policies are. The collected evidence indicates an internationalization focused on promoting socioemotional competencies. We highlight the influence of NGOs, institutes, and foundations in implementing socioemotional competencies as policies in large-scale assessments, leading to a perspective of education privatization. In Chapter IV, through critical-documentary analysis, we investigate how the Socioemotional Self-Assessment and the Integral Learning Diagnosis materialize the assessment of socioemotional competencies and the possible impact of PISA in guiding these policy instruments. Thus, we understand the potential influence of global and international educational assessment policies, specifically PISA, in prescribing socioemotional competencies in other assessments. Finally, this study encourages reflection on the incorporation of socioemotional competency assessments within new global agendas aimed at the emotional regulation of students, particularly in response to the post-pandemic emotional boom |
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