AS COMPETÊNCIAS SOCIOEMOCIONAIS E O ENSINO RELIGIOSO: APLICABILIDADE NO CONTEXTO ESCOLAR COM O APORTE DAS TECNOLOGIAS DIGITAIS EDUCACIONAIS

Abstract

This work aims to present Religious Education teachers from Espírito Santo public schools, the possibilities of using Digital Learning Objects to improve their pedagogical practices, in addition to encouraging teacher training for the development of socio-emotional skills in the educational context. The study is involved in a pertinent and current theme, highlighting the importance of the emotional dimension interrelated to cognitive aspects in the teaching-learning process. For this, the research sought to investigate the problematization of the promotion of new pedagogical practices in Religious Education classes, using digital technologies and considering the development of socio-emotional skills in the school environment. The discussions undertaken took into account the challenges of contemporary education, which encompasses the relevance of more innovative teaching strategies for the students' integral formation. The methodology used was the bibliographical research that enabled the theoretical path supported by Junqueira, Passos, Silveira, Brandenburg, Freire, Sena, Moran, among others. The documentary research was based on current legislation and specific publications on the subject. The four pillars of education for the 21st century were highlighted, which corroborate the development of the general competences of the Base Nacional Comum Curricular, and the main pedagogical foundations of the School Curriculum of Religious Education in the State of Espírito Santo. Thus, throughout the chapters, we sought to converge to a reflective exercise about School Religious Education, with a view to providing an education that considers the human being in his/her entirety and encourages respect for cultural and religious diversity present in society. Through this study, it was possible to delineate a path that guides the choice of digital resources and appropriate methodologies, which enable a dynamic of action for Religious Education teachers, aiming to form students who are protagonists in the construction of knowledge.