Socio-emotional education: paths to inspire studies, research and practices

Authors

  • Eugenia de Paula Benício Cordeiro Federal Institute of Education, Science and Technology of Pernambuco, Recife, PE, Brazil.
  • Morgana Marcelly Costa Marques Federal University of Pernambuco, Recife, Pernambuco, Brazil.
  • Mayara Thayana Neves Costa Federal University of Pernambuco, Recife, Pernambuco, Brazil.

DOI:

https://doi.org/10.20952/revtee.v14i33.13729

Keywords:

Socio-emotional skills, Emotional education, Self-awareness

Abstract

This article presents findings of a bibliographic research which had as its scope identifying social and emotional skills proposed by different authors from this field. More specifically, it aimed to: classifying social and emotional skills by domains of competencies; detailing the skills related to self-awareness, focusing on the emotional dimension; proposing a lesson plan for promoting self-awareness in the classroom. The findings have shown that: by detailing social and emotional skills per competence, it may contribute to guide pedagogical activities based on theoretical pinpoints; deepening the theoretical foundations of emotions is essential for understanding the process of self-awareness; creating pedagogical sequences coherent and consistent with social and emotional development, requires the exercise of transposing theory into practice, respecting each educator’s singularities according to his/her reality in class.  

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Author Biographies

Eugenia de Paula Benício Cordeiro, Federal Institute of Education, Science and Technology of Pernambuco, Recife, PE, Brazil.

Professor of the Federal Institute of Education, Science and Technology of Pernambuco - IFPE Recife Campus, PE, Brazil. With a masters degree (concluded in 2004) and doctorate degree (concluded in 2012) both in the area of Education at the Federal University of Pernambuco(UFPE), PE, Brazil. Collaborating professor of the Postgraduate Program in Education at UFPE, since 2018. Leader of the research group for Development of Social Emotional Skills and values in ducation (CNPq/IFPE).

ORCID: https://orcid.org/0000-0002-8407-5418

Morgana Marcelly Costa Marques, Federal University of Pernambuco, Recife, Pernambuco, Brazil.

Student in the Masters of Education Post-graduation Program at the Federal University of Pernambuco (UFPE). Member of the research group for Development of Social Emotional Skills and values in Education (CNPq/IFPE). Expert in Public Management for University Development (UFPE, 2010). Graduated in Tourism (UFPE, 2004). Civil Service Administrative officer of UFPE, since 2004. 

ORCID: https://orcid.org/0000-0003-1224-4427

Mayara Thayana Neves Costa, Federal University of Pernambuco, Recife, Pernambuco, Brazil.

Student in the Masters of Education Post-graduation program at the Federal University of Pernambuco (UFPE). Member of the research group for Development of Social Emotional Skills and Values in Education (CNPq/IFPE). Specialist in Relational Psychomotricity (ICONE Human Development, 2018). Graduated in Pedagogy from Faculdade Frassinette do Recife (2010). - Relational Psychomotricist at the MHM Educational Center and the Despertar School of Early Childhood Education and at Integrating Multidisciplinary Clinic.

ORCID: https://orcid.org/0000-0001-6121-3980 

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Published

2021-05-01

How to Cite

Cordeiro, E. de P. B., Marques, M. M. C. ., & Costa, M. T. N. . (2021). Socio-emotional education: paths to inspire studies, research and practices. Revista Tempos E Espaços Em Educação, 14(33), e13729. https://doi.org/10.20952/revtee.v14i33.13729

Issue

Vol. 14 No. 33 (2021): Publicação Contínua

Section

Publicação Contínua

License

À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.