SOCIO-EMOTIONAL EDUCATION IN THE LITERACY PROCESS: CONTRIBUTIONS TO THE DEVELOPMENT OF READING AND WRITING IN THE EARLY YEARS OF SCHOOLING

Abstract

This article discusses the integration of socio-emotional education into the literacy process in the early years of elementary education, considering contemporary transformations that demand a holistic formation of students. It starts from the problem of understanding how socio-emotional competencies influence the development of reading and writing, justified by the need for pedagogical practices that go beyond a purely technical view of literacy. The general objective is to analyze the contributions of socio-emotional education to the development of reading and writing skills. The theoretical framework is based on authors such as Vygotsky (1998), who emphasizes learning as a socially mediated process; Wallon (2007), who highlights the inseparability of emotion and cognition; Goleman (1995), who addresses emotional intelligence; and Soares (2004), who understands literacy as a social practice. This is a qualitative, bibliographic study based on the analysis of relevant academic works on the subject. The main results indicate that the development of competencies such as empathy, self-regulation, and self-esteem enhances student engagement, improves academic performance, and contributes to the creation of more inclusive and meaningful learning environments. It is concluded that the integration of socio-emotional education and literacy enhances the teaching and learning process, promoting not only the mastery of reading and writing but also the formation of critical, autonomous, and socially engaged individuals.