COMPETÊNCIAS SOCIOEMOCIONAIS PARA PROFESSORES DA EDUCAÇÃO BÁSICA

UMA REVISÃO INTEGRATIVA

Abstract

This article presents an integrative literature review on the development of socio-emotional competencies for primary and secondary school teachers, emphasizing the importance of these skills for improving the school environment and teacher well-being. The research was conducted following the methodological criteria of the PRISMA protocol, based on studies published between 2017 and 2024. A total of 44 studies were identified in the CAPES, ERIC, and Scielo databases, of which eight met the eligibility criteria and were analyzed qualitatively. The results indicate that the development of competencies such as self-awareness, self-regulation, empathy, and relationship skills is essential for promoting effective pedagogical practices and creating more welcoming and safe learning environments. Additionally, ongoing teacher training has proven to be essential for preventing chronic stress and burnout syndrome, contributing to more resilient and assertive performance in the school context. It is concluded that the inclusion of intervention programs that emphasize socio-emotional development in both initial and continuing teacher education represents a promising strategy for building a more humanized and inclusive education.