THE GAP BETWEEN NORM AND PRACTICE: CHALLENGES OF SOCIO-EMOTIONAL EDUCATION IN HIGH SCHOOL IN PERNAMBUCO

Abstract

This research analyzes teachers' perceptions of continuous training in socio-emotional skills and its effects on pedagogical practice, taking as a reference the context of High School Reference Schools (EREM) in Pernambuco. Given the inclusion of these skills in the National Common Curricular Base (BNCC) and the Interdimensional Education model adopted by the state, the study is justified by the need to investigate how continuous training contributes or fails to contribute to the strengthening of these skills in teachers. A qualitative approach methodology was adopted, with an exploratory and explanatory design, carried out in an EREM of the state network. Data were produced through semi-structured interviews, a semi-structured questionnaire via Google Forms and documentary analysis, interpreted by Content Analysis. The results revealed a fundamental dissonance: although teachers recognize the importance of the topic and its positive impacts on the school environment, the training offered is predominantly ad-hoc, sporadic and insufficient. The main barrier to the effective implementation of socio-emotional education, according to participants, is the lack of specific, quality continuous training, followed by structural obstacles such as curriculum overload. It is concluded that the initial hypothesis was confirmed, showing that the absence of adequate training prevents the benefits of socio-emotional education from being fully realized. The research points to the need to restructure training programs, overcoming ad-hoc models in favor of continuous, practical and collaborative processes that emerge from the real needs of the school floor.