DIÁLOGOS SOCIOEMOCIONAIS E O MODUS OPERANDI DO INSTITUTO AYRTON SENNA NA DISSEMINAÇÃO DE COMPETÊNCIAS SOCIOEMOCIONAIS

Abstract

This research is linked to the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul, in the research line Policies, educational practices and social exclusion/inclusion. Its objective is to analyze the experience of the Socio-Emotional Dialogues Program (PDS) of the Ayrton Senna Institute (IAS) for the dissemination and elaboration of evaluation policies for socio-emotional skills in Brazil, between 2017 and 2022, for which we propose the following specific objectives: to discuss the strategies used by the IAS to establish itself as an important private apparatus of hegemony, especially in the dissemination of socioemotional skills and abilities; and, present how the IAS is included at the forefront of socioemotional skills policies in Brazil. To achieve these objectives, we organized this research in three chapters, namely: in chapter 1, entitled “Capitalist State: essential element to productive (re)structuring”, in which we search to present the projects operated by the State to maintain the dominant class . In chapter 2, we search to present the relationships between the IAS and socio-emotional skills based on a brief production survey that reaffirms the importance of discussing this topic. In bibliographic research, we mapped systematized studies for which we defined, as our bibliographic databases, the catalog of dissertations and theses of the Coordination for the Improvement of Higher Education Personnel (Capes) and the Scientific Electronic Library Online (SciELO). Using different combinations of the descriptors “evaluation”, “socio-emotional” and “senna”, we collected 17 works from Capes, including dissertations and theses, and 11 articles from SciElo. In chapter 3, we present the analysis of the documents that make up the corpus of this research: the annual reports (2017 to 2022) of the IAS available on the institute's website, the PDS documents made available for the continuing training of technicians from education departments and school teams, among others that we consider relevant to answer the guiding question of this research. Our conclusions indicate that the IAS, through numbers, seeks to reaffirm the relevance of its performance on the national scene, as a disseminator of educational policies; the IAS propositions align with those of international organizations engaged in the discussion of international educational standards; the PDS has contributed to disseminating the idea that it is possible and necessary to assess socio-emotional skills at scale.