THE IMPLEMENTATION OF SOCIO-EMOTIONAL SKILLS IN THE TEACHING AND LEARNING PROCESS IN SCHOOLS IN THE STATE OF CEARÁ

Abstract

Addressing socio-emotional skills in the school context has become an important tool in holistic education. From this perspective, this work aims to address the importance of socio-emotional skills in the teaching-learning process in schools in the State of Ceará, through a literature review. According to the literature, the implementation of socio-emotional development policies in Ceará's education system, mainly the Center for Work, Research and Social Practices (NTPPS) and the Class Director Teacher Project (PPDT), has positively impacted student development, a fact corroborated by several authors, who in turn highlight improvements in academic results and interpersonal relationships, as well as the development of emotional self-regulation and the ability to resolve conflicts among students. Therefore, socio-emotional skills are a tool of paramount importance in the development and learning of students as a whole.