Entre páginas e emoções: o aprimoramento das competências socioemocionais no ensino básico a partir da experiência da leitura literária

Abstract

It is known that Brazilian basic education is permeated by a neoliberal bias, as it reflects the characteristics and demands of society. Within this framework, teaching methodologies— especially in literature classes—are oriented toward the production of knowledge based on a productivist logic (Cosson, 2021). The official educational document itself, the Base Nacional Comum Curricular (BNCC), despite its alignment with a market-oriented perspective of education, discusses the need to develop competencies related to the exercise of subjectivity. In this context, the debate on socio-emotional competencies emerges. Assuming the need to develop such competencies for the integral formation of the individual (Morin, 2000), this study aims to discuss how literature teaching can contribute to the acquisition of socioemotional competencies among Brazilian basic education students. Thus, the research addresses and expands the discussion on socio-emotional intelligences and competencies based on the works of Howard Gardner (1995), Carla Woyciekoski and Claudio Simon Hutz (2009), John D. Mayer and Glenn Geher (1996), and the Organisation for Economic Cooperation and Development (OECD, 2015). Furthermore, to discuss the particular process of literary reading that demands specific skills, the postulations of Vincent Jouve (2002) and Rildo Cosson (2021) are recovered, together with the guidelines of the BNCC (Brazil, 2018). In view of this, this research will develop a didactic sequence (DS), which encompasses classes from the 9th year of elementary school to the 3rd year of high school, supported by the contributions of Antoni Zabala (1998), Bernard Schneuwly and Joaquim Dolz (2010) and Andréa Portolomeos and Glauco Soares Joaquim (2025), proposing new methodologies for teaching literature aimed at the development of socio-emotional skills. In opposition to the neoliberal logic that runs through our society (Han, 2015) and hinders the promotion of a more humanized education in schools, the DS will aim to form students who are more sensitive and open to the differences that shape us.