SOCIAL-EMOTIONAL LEARNING: FOSTERING LIFE SKILLS IN THE SCHOOL ENVIRONMENT

Abstract

This study presents an integrative review on the implementation of Social-Emotional Learning (SEL) in Brazilian schools, analyzing its impact, challenges, and perspectives in the country's educational context. The research examined recent publications in national and international databases, identifying trends, innovative practices and gaps in the literature. The results reveal a growing recognition of the importance of SEL in Brazil, with positive impacts on academic performance and student well-being. The diversity of approaches in implementation reflects the adaptability needed to different socio-educational contexts, but also presents challenges for standardization and systematic evaluation. Teacher training emerged as a critical factor for the success of SEL, indicating the need for significant investments in training. The cultural adaptation of SEL practices to the Brazilian context was identified as a recurrent challenge, highlighting the importance of developing culturally relevant approaches. Partnerships between schools, universities and NGOs show promise to overcome limitations in resources and expertise. The preference for active methodologies aligns with contemporary theories of learning. However, the scarcity of large-scale studies and systematic evaluations represents a significant limitation. The study concludes that SEL has transformative potential for the Brazilian educational system, recommending future research in longitudinal assessments, specific teacher training and development of culturally adapted instruments. Contributions include an updated overview of the state of the art of SEL in Brazil, identification of priority areas for research, and recommendations for implementation and educational policies.