O guia CASEL para a aprendizagem socioemocional escolar: uma análise a partir da pedagogia social

Abstract

The expansion of the debate on social and emotional competencies within the scope of Brazilian educational policies (especially in the Common National Curriculum Base), as a model for understanding the social and emotional formation of the subjects, has the Collaborative for Academic, Social and Emotional Learning (CASEL) framework as the main international reference. This research is characterized as documentary, in a qualitative approach, based on Dialectical-Historical Materialism and has as object of study the CASEL Guide to Schoolwide Social and Emotional Learning (SEL), from the field of Social Pedagogy. Schoolwide SEL consists of a multidimensional understanding of how SEL is didactically developed in school. This research answers the following question: What is the social-pedagogical theory present in the CASEL Guide to Schoolwide SEL? From the initial question, the guiding questions are presented: Can the social-pedagogical theory of the CASEL Guide be analyzed from the Social Pedagogy? What are the relationships between the CASEL Guide, Social Pedagogy and Social Education? The general objective of this research is: to analyze the social-pedagogical theory present in the CASEL Guide to Schoolwide SEL, based on the epistemological assumptions of Social Pedagogy. Its specific objectives are to: establish the relationship between Social Pedagogy and the categories praxis and contradiction; describe the foundations of the CASEL Guide, identifying relations with Social Pedagogy and the categories praxis and contradiction; systematize the components of the CASEL Guide to Schoolwide SEL. To this end, the research is based on: Marx (2016), Cabanas (1997), Lukács (2003, 2013), Luzuriaga (1960), Petrus Rotger (1997), Vázquez (1990) and Serrano (2009). As a methodological procedure, the cataloguing, reading, organization of data and analysis was performed from the documents available online from CASEL, especially those of the CASEL Guide to Schoolwide SEL. The documental analysis was performed according to Oliveira (2007). The research is justified by the need to deepen the Brazilian academic reflection on the fundamentals of social and emotional development proposed internationally and integrated nationally with curricular policies

(especially on the BNCC). As results, we point out the adherence of CASEL's social- pedagogical proposal to a technological paradigm of Social Pedagogy (CABANAS,

1997) and the essential and fundamental contradiction between emancipation and adaptation present in the elaborate dwells and in the methodological guide that has a complex approach to Schoolwide SEL that is very well structured, but in need of an overcoming for a critical paradigm (CABANAS, 1997).