SOCIAL-EMOTIONAL EDUCATION AS A FOUNDATION FOR TEACHING PRACTICE IN EARLY CHILDHOOD EDUCATION: A CASE STUDY IN A MUNICIPAL SCHOOL IN CABO DE SANTO AGOSTINHO/PE, BRAZIL – 2025

Abstract

Social and emotional education has become an essential element for children’s integral development in Early Childhood Education, directly influencing learning processes and social interactions. This study aimed to analyze how social and emotional education serves as a foundation for teaching practice, based on the perceptions of teachers from a municipal school in Cabo de Santo Agostinho, Pernambuco, Brazil. The research adopted a qualitative and descriptive approach, using bibliographic review and field research as methodological procedures. Data were collected through questionnaires applied to teachers and analyzed using content analysis techniques. The results showed that teachers recognize the importance of social and emotional education and incorporate it into pedagogical practices such as dialogue circles, play activities and welcoming routines. However, challenges were identified related to teacher training, family participation and institutional conditions. It is concluded that social and emotional education underpins teaching practice, although its effectiveness requires greater pedagogical intentionality and institutional support.