Aprendizagem socioemocional: a (in)visibilidade em meio a vulnerabilidade humana

Abstract

The present study is aimed to analyze how the emotional state of children in vulnerable situations, assisted by the Social Assistance Reference Center (CRAS - Centro de Referência de Assistência Social) in Guarapuava, Paraná state, has manifested. Fifteen children aged from seven to eleven years old, who were assisted by CRAS, were researched. It was a research of mixed character, in which the (in)visibility of social-emotional learning amid human vulnerability was discussed. Data were gathered by means of qualitative and quantitative, analysis of the complexes of social-emotional learning and understanding, vulnerability and theory of mind. The research instrument used was the Test of Emotional Understanding (TEC - Teste de Compreensão Emocional) applied in the CRAS premises. The results show that the degree of difficulty in recognizing the emotions of these children varies downwards as the degree of difficulty of the test advances. The study also revealed that there are relationships that permeate the complexes discussed which are of utmost importance for social-emotional learning. Besides, although very abstract, human vulnerability is identified during the analysis, and what concerns social-emotional issues, its aspects are related to the development of each individual. Thus, it was observed that skills can dialogue with the theory of mind, and although they deal with different theories, their particularities – when analyzed – foster a rich discussion of aspects of social-emotional learning. Thus, it is noted that public policies in Brazil play a key role in this scenario, and it is essential to consider the paths taken in order to understand vulnerability and social assistance. It was concluded that children in assisted vulnerability present variables in the understanding of their emotions, which amplifies the complexity n recognizing emotions according to the degree of difficulty they presented in the TEC. It also demonstrated that, in relation to unassisted children, assisted children obtained a higher degree of recognition of emotions and approached children with learning difficulties. Finally, it is emphasized that in this context, the development of public policies that aim to strengthen social-emotional learning is required in order to make these issues visible in what concerns vulnerability. It also demonstrated that, in relation to unassisted children, assisted children obtained a higher degree of recognition of emotions and were similar to children with learning difficulties. Finally, it is emphasized that in this context, the development of public policies that aim to strengthen social-emotional learning is required in order to make these issues visible in what concerns vulnerability.