O COMPONENTE CURRICULAR PROJETO DE VIDA E AS COMPETÊNCIAS SOCIOEMOCIONAIS: PERCEPÇÕES DE DOCENTES DO MUNICÍPIO DE TRÊS LAGOAS - MS

Abstract

The intention of this research was to investigate theoretical and methodological aspects about the discipline “Life Project” and the perception of teachers about this curriculum component. From a qualitative approach, documentary analysis was used as a procedure (CELLARD, 2012; BELL, 2008) and the development of a structured survey (ELLIOT, 2012). We analyzed the perceptions of teachers coming out of three institutions from Três Lagoas-MS state education system on issues related to integral education; Socio-emotional competences; Continuing education; and, theoretical-methodological practices. Based on documentary analysis we built the historical trajectory of insertion of this component in the curriculum matrices of Sulmatogrosse state in order to comprehend its connection with the Common National Curriculum Base (BNCC) We analyzed laws, official register, state reference curriculum and other official public documents. In order to understand the connection between the subject and Socioemotional Skills, we also carried out a historical search for the origin, purposes and concepts (CARVALHO; SILVA, 2017); as well as external evaluation methods (SANTOS, 2015; CHAVES, 2019). We managed to structure, among other aspects, what perception the teachers who teach the discipline have about the students' education. The results showed that the Life Project discipline acts as an axis that unites the concepts of Comprehensive Education and Socio-emotional Skills foreseen in the BNCC, in which the Socio-emotional Skills, created by economists grounded in the Theory of Human Capital are worked with emphasis on the resignified model of the Big Five proposed by the Ayrton Senna Institute and which aim to meet the mechanisms of International Organizations for external evaluations. The Life Project discipline fits into the neoliberal management profile of current educational policies, since it allows the process of privatization of education by providing spaces for the performance of private institutions. In order to adapt to an increasingly scarce employability, socio-emotional skills aim at preparing students for the Labor Market, claiming that they need to be increasingly “creative” and “resilient” to adapt to new modes of production. Summing up, the survey revealed that the Life Project teachers feel some difficulties in teaching and establishing a relationship with the curricular framework, as they understand that it is a non-cognitive discipline; which in turn according to the interviewees, enables the autonomy of a work with common sense knowledge, which contributes to the emptying of the preservation of school scientific knowledge.

Keywords: Life Project, Social and Emotional Skills, Curriculum