Socioemotional Skills in Youth Education: Mechanisms of Coercion and Consent Facing the Transformations in the World of Work and the Social Conflicts in Brazil
DOI:
https://doi.org/10.19180/1809-2667.v23n32021p706-733Keywords:
Socio-emotional Competencies, World of Work, Social Conflicts, Educational Reforms, International OrganizationsAbstract
The investigation aimed at understanding the socio-emotional competencies in policies for youth education in facing the transformations in the world of work and the social conflicts in Brazil. It is based on the method of historical-dialectical materialism and seeks to understand the multiple determinations of the problem in terms of structure and superstructure. The article presents the debate on the influence of international organizations on educational reforms and the connections to the world of work. It confronts the fundamentals of socio-emotional competencies through the analysis of the history of policy implementation in the United States. It analyzes the competencies in the high school reform, the BNCC, and its implementation in civic-military schools. Finally, it situates socio-emotional competencies in the context of social conflicts in Brazil and the future perspectives. It concludes that the promotion of socio-emotional competencies presents a tendency of repressive/coercive character that should not be ignored, especially in the scenario of deepening the crisis and intensifying social conflicts.Downloads
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