TEACHER TRAINING AND DEVELOPMENT OF SOCIO-EMOTIONAL COMPETENCIES IN PIBID/UNEB

Abstract

The subproject “Eternal Learner... from children's response to wisdom in EJA: development of human teaching skills and cognitive and socio-emotional competencies in Basic Education”, linked to the Institutional Scholarship Program for Teaching Initiation (PIBID), is part of the Pedagogy Course at Campus XIII of UNEB and has contributed to the training of teachers in the Piemonte do Paraguaçu Identity Territory. Its objective is to strengthen initial teacher training through the articulation between theory and practice, in dialogue with the need for a contextualized, critical, reflective and humanized pedagogical praxis. The proposal stems from the recognition of the complex challenges of contemporaneity, which require teachers capable of integrating scientific, pedagogical and socio-emotional knowledge. The theoretical-methodological framework is anchored in Freire, Vygotsky, Wallon, Morin and the BNCC (National Common Core Curriculum), understanding teaching as a transformative, interdisciplinary and investigative praxis. The inseparability between theory and practice is assumed, as is affectivity as a constitutive dimension of educational action, indispensable for the development of socio-emotional competencies. The subproject's actions are organized into five axes: pedagogical research and investigation; planning and development of didactic-pedagogical materials; implementation of innovative classroom practices; reflective evaluation; and production and dissemination of academic knowledge. These actions are developed in two public schools in Itaberaba (BA), in the initial years of elementary school, with the participation of 24 scholarship-holding undergraduate students. The results indicate that the subproject favors the qualified initiation of future teachers, providing concrete experiences in the daily school routine and broadening the understanding of the challenges of basic education. Among the advances, the following stand out: production of contextualized didactic materials, strengthening of reading and writing, integration of technologies, experimentation with active methodologies, and development of cognitive and socio-emotional competencies. The articulation between academic training, research, and pedagogical practice has promoted meaningful learning and consolidated teacher identity, reaffirming PIBID as a strategic public policy for valuing teaching and improving initial teacher training.