Uma caracterização do papel do professor de matemática para o desenvolvimento de competências socioemocionais em alunos do ensino médio – Aracaju (SE)

Abstract

This text presents the results of a study that aimed to characterize the role of the mathematics teacher as a promoter of the development of socio-emotional competencies in high school students, based on the understanding that pedagogical practices can contribute to the integral formation of students. The central hypothesis is that the classroom functions as a dynamic and unpredictable system, similar to what Edward Lorenz's Chaos Theory proposes, in which small changes in the teaching approach can generate significant impacts on students' learning and socio-emotional development. To support the research, references were used such as Feuerstein's 13 Mediation Criteria, proposed by Meier and Garcia (2007) for the teacher-student relationship, the 10 Teacher Commandments by Polya (1984) in favor of pedagogical practice, socio-emotional learning (SEL) in the school context, based on the work of the Collaborative for Academic, Social, and Emotional Learning (CASEL), a leading organization in SEL research and practice, and normative documents such as the Common National Curriculum Base (BNCC) and the Common National Base for Teacher Training (BNC-Formação). The methodology adopted was qualitative, using the content analysis proposed by Bardin (2011) to examine semi-structured interviews conducted with 11 mathematics teachers from the Aracaju- SE public school system. The bibliographic review was conducted using data available in the Brazilian Digital Library of Theses and Dissertations (BDTD), allowing for an in-depth contextualization of socio-emotional competences in mathematics teaching. The research also included a documentary analysis of normative references for Brazilian education. The results indicate that, despite the recognition of the importance of socio-emotional competences, many teachers face structural challenges, such as a lack of specific training, curriculum overload and pressure for academic results, often driven by external assessments promoted by government bodies and institutional demands for better performance rates. However, it has been shown that mediating pedagogical practices, such as collaborative problem-solving, active listening and encouraging critical thinking, have the potential to foster the development of skills such as resilience, empathy and emotional self-regulation in students. In addition, the data shows that adopting strategies in line with the BNCC and BNC-Formação guidelines makes it possible to strengthen the integration between cognitive teaching and socio-emotional development. The conclusion is that mathematics teachers can play a fundamental role as mediators in the teaching and learning process and that their performance can be improved through ongoing training and institutional policies that promote a more humanized and interdisciplinary approach to mathematics teaching. It is necessary to rethink the teaching of mathematics not just as a space for transmitting knowledge, but as a pedagogical practice that favors the integral development of students, in which the teacher acts as a catalyst for significant changes.