Governando pela emoção

curricularização das habilidades socioemocionais

Abstract

This article aims to examine how the intensification of discourse on the development of social-emotional skills mobilizes strategies for guiding individual behavior and regulating emotions, thereby transforming the understanding of human capital. More specifically, it focuses on the guidelines issued by international organizations and how they are reflected in Brazilian curriculum policies. The empirical data related to international organizations consists of documents published since 2020, two of which are available on the UNESCO website and three others on the OECD website. Regarding Brazil, this study analyzes the inclusion of social-emotional skills in the National Common Core Curriculum, the New High School Curriculum, and the Guidelines for the Social-Emotional Strategy: Brazil in School, as well as evidence of the influence of the Ayrton Senna Institute and its connection to the guidelines of international institutions. Based on a Foucauldian discourse analysis, it can be argued that these skills are increasingly viewed as central to the proper functioning of society and to equipping individuals with better conditions to survive in the insecure and hostile environment of neoliberalism, making their development essential so that they are capable of facing growing competition. Teachers must also develop these skills to withstand harsh working conditions. In a second phase, the article demonstrates how the guidelines of these international organizations intersect with Brazilian curriculum policies, which have come to incorporate the imperative of promoting social-emotional learning, focusing on the role of the Ayrton Senna Institute in this process based on data gathered from the Federal Government’s Transparency Portal.