THE INFLUENCE OF ACTIVE METHODOLOGIES AND TECHNOLOGIES ON THE DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS IN FULL-TIME SCHOOLS

Abstract

This research analyzed the influence of active methodologies and technologies on the development of socio-emotional skills in full-time schools. The central problem investigated was to identify how these pedagogical approaches and technological tools impact the socio-emotional development of students in the context of integral education. The general objective was to analyze the practices of implementation of active methodologies and technologies in full-time schools in Brazil, highlighting their effects on the development of socio-emotional skills. The methodology used was the literature review, with a qualitative approach, including the analysis of recently published materials. The results indicated that the integration of active methodologies and technologies in full-time schools offers significant opportunities for the development of skills such as empathy, self-regulation and collaboration. Practices range from project-based learning to the use of digital tools for reflection and self-assessment. The research highlighted the importance of a balanced approach that considers both the benefits and ethical challenges of using technologies in social-emotional development. The final considerations pointed out that, despite the promising advances, the effective implementation of these practices requires investments in the training of educators and a school culture that values integral development. The need for future studies was highlighted to explore the long-term impacts of these approaches on the socio-emotional development of students in full-time schools.