YOUTH APPRENTICESHIP PROGRAMS AND THE DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS IN THE WORKPLACE: AN APPROACH BETWEEN PEDAGOGICAL THEORY AND PROFESSIONAL PRACTICE

Abstract

This article aims to investigate how apprenticeship programs for young apprentices contribute to the comprehensive development of socio-emotional skills such as empathy, teamwork, resilience, and communication, by connecting pedagogical methodological theory with the work contexts experienced by young apprentices. This research is based on a bibliographical approach, through the analysis of scientific studies, dissertations, scientific articles, and national reports published between 2015 and 2025 that address the development of socio-emotional skills and vocational apprenticeship programs. These materials were chosen because they address the theme of apprenticeship in the Brazilian context, establishing a direct relationship with the professional and civic education of the participants. The results show that apprenticeship programs, when well-structured and designed, stimulate the development of socio-emotional skills, provided they include collaborative practices, mentoring, reflection, and consider the importance of public policies as well as the role of training institutions and companies that host young apprentices. It was possible to highlight that pedagogical theories, including experiential learning and situated learning, are essential elements for understanding the complexity between theory and practice in the professional context.