Política de avaliação da competência socioemocional em larga escala: Um projeto de didatização das emoções no contexto da escola pública brasileira

Abstract

The theme of this research concerns the theoretical and methodological foundations of socio-emotional competence in the large-scale assessment project proposed by the Ayrton Senna Institute. The general objective is to analyze the large-scale assessment project on socio-emotional competence proposed by the Ayrton Senna Institute for Brazilian public schools. The specific objectives are: a) Contextualize socio-emotional competence in its historical, economic, and political aspects; b) Identify elements of the large-scale assessment project for socio-emotional competences; c) Analyze the theoretical and methodological foundations of socio-emotional competence according to the large-scale assessment project. The research problem is: what are the theoretical and methodological foundations of socio-emotional competence and the large-scale assessment project proposed by the Ayrton Senna Institute for Brazilian public schools? The research is qualitative in approach, using documentary and bibliographic research. The discussion is based on primary sources produced by the Ayrton Senna Institute (ASI). The secondary sources consist of works addressing socio-emotional competence within the field of education; the theoretical analyses draw upon contributions from contemporary psychoanalytic authors, such as Dunker (2026), Safatle (2026), and Lajonquiére (1998), and from the field of psychology, including Patto (2022), among others. The results of this research show that the ASI initiative sought to construct an instrument capable of measuring socio-emotional competencies in large-scale contexts in Brazilian education. Based on the analyzed data, we affirm that the Senna Instrument has as its guiding principle the Big Five theory, which encompasses five major factors: extroversion, conscientiousness, openness to new experiences, agreeableness, and emotional stability (neuroticism), which contributed to the proposal for measuring socio-emotional competencies. The Instrument allows for the generation of reports with guiding results for the "tripod" of teacher-manager-network, with the intentional goal of socio-emotional development in schools. The unfolding of the research revealed that the Ayrton Senna Institute (ASI) advocates for full-time education for public school students using the discourse of "socio-emotional success." It suggests that the methodology to be used by teachers should be SAFE – sequential, active, focused, explicit. In this context, the results indicate a simplification of human complexity, in its subjective aspects, which we call the "didacticization of emotions".