Implementação da Política de Desenvolvimento das Competências Socioemocionais:

um estudo de caso na EEFM João Mattos

Abstract

The major challenge of contemporary education is to institute a school system for the 21st Century that brings, as a major concern, students' cognitive and socioemotional development. Within this perspective, we find our object of study that guided research in the face of the following problems: the implementation of the Policy for the Development of Socioemotional Competencies (PDCS), promoted by the Education Department of Ceará (SEDUC), was developed in the light of its guidelines in comparison with what, in fact, experiences the chosen community as the locus of research? The empirical space chosen was the João Mattos School of Elementary and Secondary Education, belonging to SEFOR 03, and located in the Montese Quarter, in the city of Fortaleza. In order to do so, there is a relevant approach to two processes that took place in the public network of the State, which fostered the aforementioned policy: the Curricular Reorganization of Secondary Education (2012) and the implementation of Secondary Schools in Integral Time (EEMTIs), 2016, which adopted some innovative educational technologies and strengthened others, which today have become the basis for the policy under study. The qualitative research is based on the interpretative-qualitative paradigm and the method used was the Case Study. Field research has pointed out that, given the analyzes carried out in the policy guidelines and what the school community experiences, the implementation stage occurred in a positive way. However, because it is a recent public policy, many actions still have to be concretized and strengthened, promoting the effective integral education of the student.