Desenvolvimento socioemocional : interações e vivências em uma escola de tempo integral

Abstract

This dissertation presents the results of the research entitled Socio-emotional development: interactions and experiences in a full-time school, which aimed to understand how interactional processes and everyday experiences within the school context contribute to students’ socio-emotional development. The central research question was: in what ways do interactions and experiences in a full-time public school promote, challenge, or limit students’ socio-emotional development? Grounded in Vygotski ’s cultural-historical approach, the study recognizes affection as an essential dimension of human development and as a mediating element of learning and social relations. The research, qualitative and participatory in nature, was designed as a case study conducted in a public high school located in Jaboatão dos Guararapes, Pernambuco, Brazil. Forty first-year students and four teachers from different areas of knowledge participated in the study. Data were constructed through ethnographic observations, field diaries, and letters written by students and teachers. Data analysis followed Bardin’s (2011) Content Analysis, expanded by the methodological proposal Affective Analysis (AFERI), developed during the study to capture subjective and emotional dimensions expressed in narratives, gestures, and silences. The results show that the extended school time enhances meaningful interactions and socio-emotional learning, but also exposes tensions related to teacher education and institutional practices. The research contributes to strengthening an integral education that recognizes affection as an epistemological and ethical category of human formation.