Educação socioemocional e a educação infantil : um estudo transdisciplinar

Abstract

This research deals with the education of emotions from a contemporary paradigm of socioemotional development, the transdisciplinarity where the human being is perceived in an integral, inseparable, not only biological way, but in a dynamic, historical and relational web. The concept of socio-emotional education and related practices arises, in this study, from the areas of education, psychology, neuroscience, sociology, philosophy and from research that establishes the dialogue with integral human formation. Based on the transdisciplinary perspective of emotion education, we have as general objective to understand how the practice of socio-emotional education of children aged 4 and 5 years of early childhood education takes place in a transdisciplinary perspective. More specifically, we seek to: 1) Identify the teaching practices designed for the education of emotions, considering the transdisciplinary approach, for early childhood education; 2) to problematize the teaching practices portrayed by the teachers; 3) To analyze whether the teaching practice with regard to the socio-emotional education of children aged 4 and 5 years of early childhood education is identified with the guidelines of the Common National Base (BNCC). For this purpose, the semi-structured interview method was used in a qualitative transdisciplinary research with teachers of Early Childhood Education of children aged 4 and 5 years in public institutions in the state of Pernambuco. The results showed that the dialogue between socio-emotional education and transdisciplinarity favor the constitution of pedagogical bases for understanding the socio-emotional learning processes and the development of socio-emotional strategies. We argue that investigating socio-emotional education in a transdisciplinary approach can favor the understanding of the processes that take place in the classroom that are complex, multidimensional, multidetermined in nature and that involve not only the teacherstudent relationship, but also the relationships with the school and the family.