DEVSKILLS - análise e desenvolvimento de competências socioemocionais no contexto do Ensino Médio

Abstract

This study investigates the development of socio-emotional competencies in upper-secondary schools of Ceará’s state public system, with particular attention to the roles of teachers and school psychologists. Its overarching purpose was to identify and describe the current status of these competencies, examining how they are understood, enacted, and systematized by educational practitioners, and to quantify their association with academic performance so as to inform pedagogical interventions. A mixed-methods design was employed. In the quantitative phase, data from 176 twelfth-grade students at a state vocational high school (EEEP) were analysed using Spearman correlations and Wilcoxon tests; the strongest positive correlation emerged between Curiosity to learn and mathematics achievement. In the qualitative phase, grounded in Grounded Theory, 23 semi-structured interviews (20 homeroom teachers and 3 psychologists) generated an emergent theory emphasising the structuring role of teacher mediation; open, axial, and selective coding produced four core categories. Subsequently, a survey of 52 teachers identified ongoing good practices and validated the emergent theory. Two technological solutions were developed as spin-offs: Analyses, a dashboard for statistical exploration of educational and socio-emotional data, and DevSkills, an interactive digital catalogue of good pedagogical practices. When evaluated by the same 52 teachers, DevSkills attained mean scores above 6.0 on a seven-point scale for usability, pedagogical usefulness, informational clarity, and perceived impact, confirming its alignment with user needs. The findings highlight teacher protagonism in socio-emotional mediation, a moderate positive correlation between selected competencies (notably curiosity) and academic performance, improved school relationships, and the need for greater family engagement and institutional support. The study concludes that integrating diagnostic analytics, teacher professional development, and educational technologies can strengthen evidence-based public policies for socio-emotional education.