TEACHING STRATEGIES AND SOCIO-EMOTIONAL SKILLS AT SCHOOL: A SYSTEMATIC REVIEW BASED ON THE CAPES PORTAL

Abstract

This article aims to present the main teaching strategies that have guided the development of socio-emotional skills in schools in recent years. To this end, data available on the CAPES (Coordination for the Improvement of Higher Education Personnel) Periodicals Portal, covering the period from 2016 to 2024, were used as a guiding source. For the purpose of systematizing the information, the narrative review method was chosen, using distinct descriptors through the Boolean operator "AND", namely: 'socio-emotional', 'emotional intelligence', 'social intelligence', 'learning', 'needs assessment', and finally, 'competency-based education'. In conclusion, the following stand out: the need to review socio-emotional skills in schools; the re-signification of pedagogical practices developed by teachers; the promotion of an educational environment that contributes to the formation of the citizen in its broadest sense; the integration between qualitative and quantitative methods, as well as the use of technologies; and, finally, the creation of pedagogical strategies that restore the human condition in contemporary society.