DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS IN INTEGRATED HIGH SCHOOL: PERCEPTIONS AND CHALLENGES IN TEACHING PRACTICE

Abstract

This article investigates the development of socio-emotional skills in the context of Integrated Secondary Education for Professional and Technological Education (EMIEPT), addressing the perceptions and challenges faced by teachers in pedagogical practice. The knowledge gap is found in the lack of understanding of the pedagogical strategies that promote the development of these skills at EMIEPT. The research, based on qualitative interviews, identified convergences and differences between the competencies highlighted by BNCC, Resolution CNE/CP No. 01/2021 and the perception of teachers. Furthermore, it reveals teachers' insecurity regarding the implementation of socio-emotional skills due to the lack of specific training. The main results highlight the importance of teacher training aimed at socio-emotional development and suggest pedagogical practices, aligned with the concepts and principles of the Professional and Technological Education (EPT) proposal, which can favor the growth of these skills in EMIEPT students.