BEING WHOLE AT SCHOOL: EDUCATION BEYOND CONTENT

Abstract

This article aimed to analyze how schools could promote education beyond content, articulating cognitive, socio-emotional, and inclusive dimensions. The investigation addressed the influence of active methodologies and technologies on socio-emotional development in full-time schools, the challenges of integral and inclusive education in teacher training, and the contradictions resulting from the emphasis on socio-emotional competencies in the new secondary education. The research was characterized as bibliographical, based on the selection and critical analysis of recent scientific productions on the subject. The results showed that innovative methodologies and digital resources, when guided by democratic pedagogical projects, fostered autonomy, empathy, and collaboration. It was also observed that the implementation of integral education was directly related to valuing teachers’ work and to the formulation of consistent public policies. Furthermore, it was found that, in certain contexts, the centrality given to socio-emotional competencies reflected a neoliberal logic, reducing education to the training of individual behaviors. It was concluded that schools fulfilled their integral function by critically integrating content, technologies, inclusive practices, and human development.