Socio-emotional competencies in basic education in Ceará: challenges and perspectives for the holistic development of students

Abstract

Socio-emotional competencies have gained increasing prominence in discussions on Basic Education, especially following the implementation of the Brazilian National Common Curricular Base (BNCC), which recognizes the holistic development of students as one of the guiding principles of the educational process. In the state of Ceará, recognized for educational policies aimed at improving learning outcomes and strengthening the quality of public education, the incorporation of socio-emotional competencies represents both a challenge and an opportunity to foster students' cognitive, emotional, social, and ethical development. In this context, this article aims to analyze the contributions of socio-emotional competencies to the holistic development of students in Basic Education in Ceará, identifying the main challenges, perspectives, and implications for pedagogical practice. This is a qualitative study developed through a bibliographic and documentary review, based on national and international scientific literature, as well as official documents, including the Brazilian National Common Curricular Base (BNCC), the Ceará Curricular Reference Document (DCRC), and studies on socio-emotional education and holistic development. The findings indicate that the development of socio-emotional competencies enhances learning, strengthens school coexistence, contributes to students' well-being, and expands the possibilities for more inclusive and humanized pedagogical practices. It is concluded that the consolidation of these competencies requires continuous investment in public policies, teacher education, and curriculum organization to promote an education committed to students' holistic development and citizenship.