TEACHER TRAINING IN SOCIOEMOTIONAL COMPETENCIES IN BASIC EDUCATION: TRAINING PATHS AND PEDAGOGICAL IMPLICATIONS

Abstract

This article discusses teacher training in socioemotional competencies in basic education, considering that students’ integral development involves cognitive, ethical, relational, and emotional dimensions. The objective was to analyze theoretical foundations on socioemotional competencies and to discuss training paths that support more consistent and continuous pedagogical practices in everyday school life. Methodologically, this is a narrative literature review with a qualitative approach, based on the critical reading of studies and guiding documents on socioemotional learning, teacher education, and curriculum. The findings indicate that socioemotional competencies relate to school climate, engagement, and learning conditions, but their effective implementation depends on teacher training that goes beyond isolated actions, integrating theoretical study, reflection on practice, and articulation with pedagogical planning. It also shows that the BNCC and national guidelines for teacher education reinforce the need for professional preparation capable of responding to contemporary school demands. The study concludes that investing in teacher training on socioemotional competencies contributes to more ethical, intentional practices aligned with curricular guidelines, strengthening pedagogical work and school coexistence.