EDUCATIONAL SOCIAL SKILLS IN HIGHER EDUCATION: A SYSTEMATIC REVIEW OF THESES AND DISSERTATIONS IN BRAZIL

Abstract

This study aimed to analyze the academic production on Educational Social Skills in higher education, focusing on theses and dissertations of Graduate Programs in Brazil, considering the existence and applicability of studies on SEH in the area of Physical Education. A systematic review was conducted using the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Seven (7) studies were analyzed, categorized according to criteria such as authors, year of defense, degree level, graduate program, university, area of study, objectives and methodology. The results indicated that investigations on Educational Social Skills in higher education emphasize the importance of SEL in teacher training and in the creation of inclusive environments, especially for students with special needs. The research emphasized the need for robust and continuous initial training and the validation of instruments to measure SEH. Recurrent patterns were identified, such as methodological diversity and interdisciplinary approach, integrating knowledge from neurosciences, psychology and education for a more complete understanding of SEH and its applications in teaching practice. However, in the context of Physical Education, the results revealed a considerable gap in the academic literature, pointing to the need for greater attention and development of research on Educational Social Skills in this area. The lack of specific studies highlights the importance of encouraging and supporting research that explores this theme, contributing to a more comprehensive and integrated understanding of Social Skills in the educational environment.