Technology Adoption for Brazilian Socioemotional Initiatives at

School

Lorena Pires Griõn

, Carla Delgado

, Mônica Ferreira da Silva

, Victor Prado

and Leandro Mendonça do Nascimento

Graduate Program in Informatics, PPGI/Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil

Keywords: Socioemotional Development, Technology Adoption, BNCC, Brazilian Initiatives.

Abstract: Socioemotional development in the classroom has gained spotlight in Brazil in recent years. It started to be

recognized as a right of learning by brazilian pedagogical regulatory bodies that included socioemotional

competences in the Common National Curricular Base. With the objective of mapping digital technological

solutions to support socioemotional development in the classroom, solutions so important due to the social

isolation scenario that the world faces, as a consequence of the pandemic. The present work presents a

multivocal literature review, where the authors look for inputs from gray literature to collect initiatives from

both the traditional literature as well as from organizations public information. This work depicted 13

initiatives and 9 digital solutions. The results show opportunities of technology adoption to improve

socioemotional development, and highlight types of digital technologies that are being used in social

pedagogical initiatives in Brazil.

1 INTRODUCTION

In 1995, the writer, psychologist and science journalist,

Daniel Goleman, in his book Emotional Intelligence,

suggested to teachers: "to consider the possibility of

teaching the emotional alphabet in the classroom".

Emphasizing also, that from actions like this, Brazilian

education would benefit from the introduction, in the

school curriculum, of a learning program that, in

addition to traditional disciplines, includes teachings

for a fundamental personal aptitude-emotional literacy.

Goleman (1995), talks about social malaise indexes

associated with lack of socio-emotional education in

the classroom. According to data from the Institute of

Applied Economic Research - IPEA, a federal public

foundation linked to the Ministry of Economy of

Brazil, from 2010 to 2017, the number of cases of

homicides, suicides and other indicators of social

malaise grew substantially. With suicides, for example,

an increase of 32% in the same period, throughout the

country (IPEA, 2021)

https://orcid.org/0000-0003-2810-2415

https://orcid.org/0000-0003-3570-4465

https://orcid.org/0000-0003-0951-6612

https://orcid.org/0000-0003-3960-7195

https://orcid.org/0000-0002-6917-4274

These data express the behavior of how individuals

have interacted with the world. And more than that,

they explain how the socioemotional initiatives

developed so far are still unable to react to this growth,

to the point of minimizing this curve.

In 2017, the Brazilian Ministry of Education

included the development of socioemotional

competencies in the base that administers pedagogical

practices across the nation, called: National Common

Curricular Base - BNCC (BRASIL, 2018). Then

instituting that, by 2020, all schools in the country were

aligned with this evolution.

Reacting to this phase of change, important

institutions for the country contributed with

educational support initiatives, teacher training,

didactic material and projects, applied to

socioemotional development in the classroom, to align

the education network with the BNCC guidelines.

In addition to the end of the deadline for

implementing the BNCC rules, 2020 was marked by

a year of distance learning for most of the population,

Griõn, L., Delgado, C., Ferreira da Silva, M., Prado, V. and Mendonça do Nascimento, L.

Technology Adoption for Brazilian Socioemotional Initiatives at School.

DOI: 10.5220/0010486406330639

In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021) - Volume 1, pages 633-639

ISBN: 978-989-758-502-9

633

as a result of the pandemic. The adoption of computer

technologies gains more prominence and relevance,

as a facilitator in distance learning. However, the

"socioemotional" theme is still very recent. More than

in other scenarios, there is a relationship with the

worsening of relationships and social malaise.

So, we ask ourselves, how has the adoption of

technologies been a facilitator in the classroom, for

socioemotional development practices?

The present work explored the current scenario of

initiatives that support socioemotional development

in the classroom in Brazil. Our goals include (but are

not restricted to): surveying projects and

opportunities, as well as connecting people and

encouraging the adoption of digital technologies that

serve as tools to support education.

The research also captured data from analogue

initiatives, as it assumed that there was still little

representation of digital technological solutions as a

way to support socioemotional learning in the country.

Confirming this hypothesis, the results showed

that, in the current scenario of Brazilian education,

there is still a lot to be explored for the promotion of

digital technological solutions, as well as non digital

ones, that enable the development of socioemotional

skills and can be applied as a pedagogical object.

2 METHODOLOGY

This research had an exploratory process composed

of four stages, segmented so that the researcher could

deepen his results and hypotheses, in a more

analytical way throughout the process.

Performing a multivocal literature review, the

authors conducted searches for inputs from the gray

literature available in public channels. "A Multivocal

Literature Review (MLR) is a form of a Systematic

Literature Review (SLR) which includes the grey

literature (e.g., blog posts, videos and white papers)

in addition to the published (formal) literature (e.g.,

journal and conference papers). MLRs are useful for

both researchers and practitioners since they provide

summaries both the state-of-the art and practice in a

given area" (Garousia, V et. al, 2018).

Below is a descriptive summary of each step in the

research process. These steps will be discussed in

sections in this same article, presenting the results to

the reader. The four steps that make up the

development of the research are:

1. Initially, institutions that have one or more

initiatives to support the inclusion of

socioemotional methodologies in the

curriculum of Brazilian schools were mapped;

2. After mapping the institutions, each initiative

belonging to these institutions, that aimed at

supporting socioemotional development in the

classroom, was mapped. For a better

understanding, both materials made publicly

available by the institution itself, as well as

inputs made available through research

published by third parties (teachers, school

managers, pedagogical coordinators, among

others) about these projects were explored;

3. With the information on the characteristics of

each mapped initiative, we sought to segment

which of these initiatives have the adoption of

digital or non digital solutions as facilitating

instruments.

4. After processing the prepared database,

quantitative and qualitative data were analyzed

regarding how the adoption of technologies may

be impacting the current Brazilian school

scenario, from the perspective of

socioemotional development in the classroom.

2.1 Mapped Institutions

As mentioned in the previous section, the research

started with the mapping of institutions that have some

type of socioemotional initiative composing their

project framework. And, as a prerequisite, that the

existing projects are aligned with the BNCC, encourag-

ing the use of socioemotional educational practices in

the classroom, in the Brazilian education network.

BNCC, as informed in the first section of this

paper, is the regulatory base that governs the content

and what will be developed in each school year of

Basic, Elementary and Middle education in Brazilian

schools (BRASIL, 2018). The term Socioemotional

Education encompasses the promotion of

socioemotional skills, both by direct instruction, and

by the establishment of a favorable culture, from Pre-

School to High School (Pfeilsticke, 2020).

As a result of this first stage, each institution, its

objectives and values will be presented below. The

institutions that meet the research prerequisites and

were located are:

● Associação pela Saúde Emocional de Crianças

(ASEC)

● Instituto Reúna

● Instituto Ayrton Senna

● Porvir

● Nova Escola

● Base Nacional Comum Curricular

ASEC is a non-profit organization and aims to

make possible actions that promote the development

of emotional and social skills in children and adults.

CSEDU 2021 - 13th International Conference on Computer Supported Education

634

It has ongoing programs, teacher training and

represents international initiatives in Brazil. It has

many methods as an object of experimentation in

published research (ASEC, 2021).

Instituto Reúna is a non-profit organization that

develops projects aligned with the BNCC. It aims to

bring together educators, organizations and education

networks to work together towards the best

pedagogical practices in basic education. Reúna

produces intelligent materials, which facilitate

communication between the BNCC formal document

and the teacher. Suggesting pedagogical practices for

different courses and school years, fostering research,

training teachers and commenting on documentation

to make it more enlightening (Instituto Reúna, 2021).

The Ayrton Senna Institute develops projects,

educational solutions, research and knowledge in

pedagogy, educational management, assessment and

articulation, so that they can be replicated in the

classroom, in the public education networks of

Brazilian education. Founded in 1994, the Ayrton

Senna Institute has already obtained recognition from

respected institutions worldwide, such as UNESCO

(the United Nations Educational, Scientific and

Cultural Organization) and OECD (the Organization

for Economic Cooperation and Development)

(Instituto Ayrton Senna, 2021).

Porvir is the main content and mobilization

platform on educational innovations in Brazil. Since

2012, it maps, produces and disseminates references

to inspire and support transformations that guarantee

equity and quality in education for all Brazilian

students. In 2019, after seven years as an Inspirare

Institute project, it became an autonomous and non-

profit organization (Porvir, 2021).

Nova Escola is an Education organization and the

most recognized brand by teachers and teachers of

Basic Education in Brazil. It develops products,

services and content for teachers that facilitate their

daily lives and support their careers. Aiming to

strengthen educators to transform public education in

the country, enabling students to develop their

potential to the fullest (Nova Escola, 2021).

2.2 Mapped Socioemotional Initiatives

After defining the institutions that make up the

research, the process of deepening the search began.

Selecting only those initiatives that contemplate, in

their objective, socioemotional development in the

classroom.

In all, 13 initiatives met the research prerequisites.

These initiatives have several fronts of actions and

activities: from teacher training and training to adapt

to the new requirements of the BNCC, application of

projects in the classroom, support to curriculum

evaluation, sharing of ideas and innovations, and also

by providing diary materials, that walk with the

referential indication of the Ministry of Education, for

each school year.

The title of each initiative and the institution

responsible for implementing the project are listed

below:

Table 1: Initiatives by institution.

INSTITUTION INITIATIVES

Associação pela Saúde Emocional

de Crianças (ASEC)

Amigos do Zippy

Instituto Reúna Matrizes Curriculares

Instituto Reúna Mapas de Foco da BNCC

Instituto Reúna Parâmetros de Qualidade

para Avaliação do

Currículo do Ensino

Médio

Instituto Reúna BNCC Comentada para o

Ensino Médio

Instituto Reúna O PNLD e o uso de

Materiais Didáticos no

Brasil

Instituto Reúna Percurso Formativo para

Educação Infantil e Ensino

Fundamental

Consed, Undime, CAEd/UFJF,

Instituto Reúna, Fundação Lemann,

Fundação Itaú Social, Fundação

Roberto Marinho, Banco

Interamericano de

Desenvolvimento e Instituto Ayrton

Senna

Apoio à aprendizagem

Instituto Ayrton Senna Atividades

socioemocionais

Instituto Ayrton Senna Letramento em

programação

Porvir / Colégio Visconde de Porto

Seguro

Etiqueta virtual com

Minecraft

Porvir / Colégio Estadual Henrique

Cirqueira Amorim

Borboletas amarelas

Porvir / Colégio Salvatoriano Bom

Conselho

Tenho monstros na barriga

Technology Adoption for Brazilian Socioemotional Initiatives at School

635

We can see in the table that some institutions have

more than one initiative, also that Porvir carries

articles from other institutions. To learn about the

dynamics of each initiative, objective summaries

were made, shown below:

Amigos do Zippy (Zippy´s Friends): Zippy is a stick

insect, an insect that becomes friends with children

from the 1st and 2nd year of elementary school for 24

weeks. He is present in the stories that are told

throughout the program and experiences difficult

situations that are familiar to the child, with themes

such as: friendship, communication, loneliness,

threats, changes, losses, among others. Zippy's friends

have so much focus on development in the classroom,

as well as in teacher training, and has already benefited

more than 300 thousand children (ASEC, 2004).

Borboletas Amarelas (Yellow Butterflies): The

project was created with a focus on stimulating the

cognitive and socioemotional of students, addressing

topics such as: self-mutilation, adolescent depression,

panic syndrome, bipolar disorder, OCD (obsessive-

compulsive disorder), aggressive behavior, school

indiscipline, among others (Miranda , I., 2019).

Tenho Monstros na Barriga (I have Monsters in my

Belly): The project helps children to identify what

they are feeling, developing self-knowledge, using as

a pedagogical tool a book that tells the story of the

boy Marcelo and the little monsters he has in his

belly. In fact, little monsters was the way the author

chose to call out feelings, working on self-knowledge

(Souza, S., 2017).

Matrizes Curriculares (Curriculum Matrices):

Provision of Curriculum Matrices for the Final Years

of Elementary School and High School, according to

the Common National Curriculum Base and the

Sustainable Development Goals of the UN 2030

Agenda were developed by the Roberto Marinho

Foundation in partnership with the Reúna Institute.

Mapas de Foco BNCC (BNCC Focus Maps): The

Focus Maps present a selection of focal skills for each

year of elementary school, according to the Common

National Curricular Base.

Parâmetros de Qualidade para Avaliação do

Currículo do Ensino Médio (Quality Parameters

for High School Curriculum Evaluation): The

Quality Parameters allow the critical reading of the

curricula based on evaluation rubrics. Its purpose is to

contribute to the construction of curricula in line with

the principles and guidelines of these documents

guiding the High School stage, thus ensuring its

greater alignment with the assumptions of the New

High School and with BNCC.

BNCC Comentada para o Ensino Médio (BNCC

Commented for High School): The Commented

BNCC for High School is a tool that translates,

comments and explains the specific competencies and

skills of each area of knowledge in this stage. Written

by a team of experts, it aims to assist in the

development of curricula aligned with the BNCC.

PNLD e o Uso de Materiais Didáticos no Brasil

(PNLD and the Use of Teaching Materials in

Brazil): On one of its fronts, Instituto Reúna seeks to

understand how teaching materials are used in

schools by teachers and how they can contribute to

education for equity. Based on this, Reúna develops

subsidies to support the production, choice and use of

materials aligned with the BNCC and that impact

student learning.

Percurso Formativo para a Educação Infantil e

Ensino Fundamental (Formative Path for Early

Childhood Education and Elementary

Education): Tools, research and inputs for

continuing education and consistent with the new

curricula aligned with the BNCC. We seek high

standards of pedagogical quality, in addition to

considering experiences that contemplate the real

challenges of the classroom and provide collaboration

between teachers.

Apoio à Aprendizagem (Learning Support):

Initiative created from the union of forces of several

important institutions for Brazil. Virtual teaching

teaching platform, where the user has at his disposal

tools related to combating Covid-19, socioemotional

strengthening and prioritization of the curriculum,

activities to verify student performance and

pedagogical guidelines, in addition to a guide for the

development of assessment instruments (CAED).

Atividades Socioemocionais (Socioemotional

Activities): Materials for socioemotional

development in the classroom, with practical tips, for

download (Instituto Ayrton Senna).

Letramento em Programação

(Programming

Literacy): Students are challenged to build artifacts

with the help of programming languages working in

teams to build games, applications and other media,

sharing and celebrating their learnings at events with

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the entire school community (Instituto Ayrton Senna,

2019).

Etiqueta Virtual com Minecraft: The project relied

on the use of a world created in Minecraft, where

students would learn labels for using the internet.

Topics such as the correct way to behave, how and

when to open the microphone in a video call, knowing

how to speak and collaborating so that everything

happens correctly were applied to situations within

the game, where the student should learn how to deal

with them (Tupy, 2020) .

2.3 Segmented Initiatives: Fronts of

Action, Modality and Technologies

Adopted

Finally, after all the exploratory process, an analysis

of the adoption of technologies for socioemotional

development in the classroom is carried out,

classifying it into two major analysis groups: digital

and non digital initiatives.

Table 2: Modality of technologies for each project.

INITIATIVE MODALITY

Amigos do Zippy Non digital

Matrizes Curriculares Digital

Mapas de Foco da BNCC Digital

Parâmetros de Qualidade para

Avaliação do Currículo do Ensino

Médio

Digital

BNCC Comentada para o Ensino

Médio

Digital

O PNLD e o uso de Materiais

Didáticos no Brasil

Digital

Percurso Formativo para Educação

Infantil e Ensino Fundamental

Digital

Apoio à aprendizagem Digital

Atividades socioemocionais Digital

Letramento em programação Non digital

Etiqueta virtual com Minecraft Digital

Borboletas amarelas Non digital

Tenho monstros na barriga Non digital

As a result of all the cases where the modality of

applied technologies was "Digital", there are three

types of digital resources:

● Interactive sites

● Downloadable digital documents

● Games

2.4 Results Discussion

This study aimed to map projects and opportunities,

connect people and encourage the adoption of

computer technologies that serve as tools to support

the practices of socioemotional development in

education.

Recently, socioemotional education has become a

Brazilian learning right, included in the BNCC. Its

results provide us with some reflections such as:

Possibly, there will be an increasing movement in

the adoption of digital technologies as solutions to

support socioemotional development in education.

We can base this interpretation on two pieces of

information:

● Once we diagnose the absence of several digital

technological tools that today are already used

for cognitive development, such as projects that

use virtual reality, augmented reality, LMS

platforms, digital animations, internet of things,

among others.

● The current global social scenario requires

solutions that promote socioemotional well-

being also in a technological way. Overcoming

geographical constraints imposed on human

relations today.

Of the 13 initiatives explored, 9 use digital

technological resources and 4 use non digital

technological resources. The concept of digital

technology is directly associated with the

transforming action of data, languages and commands

in binary numbers, 0 and 1 (Ribeiro, A. E., 2018).

Although the number of initiatives using digital

resources is greater than the number of analog

initiatives, there is no significant variety of types of

digital solutions applied in the classroom for

socioemotional development.

3 CONCLUSIONS

This research was carried out to map Brazilian

initiatives, which promote solutions focused on the

theme of socioemotional development in the

classroom (in support of BNCC changes), whether or

not they adopt digital technologies.

Technology Adoption for Brazilian Socioemotional Initiatives at School

637

Serving, then, as a document of academic

knowledge, that can be used as an instrument of

research of opportunities for new computational

solutions that collaborate with socioemotional

development in education.

Its main results demonstrate that there are still

several possibilities for technological innovations in

the current scenario of socioemotional education in

Brazil.

A very small number of initiatives are aimed at

addressing the possible emotional impacts caused by

the pandemic.

It is expected that the relevance of this theme will

provoke teachers, school administrators, parents and

educators to reflect on the positive impact that

socioemotional interventions can have on individuals

and help in their formation as citizens, protagonists of

their own well-being.

Although the research provided sufficient inputs

to validate the hypothesis and fulfill the objective,

limitations of the research were experienced.

During the discovery of information about each

initiative, some questions arose and due to the lack of

collected inputs, could not be answered such as: in the

teaching perspective, what are the current limitations

in the classroom for the application of didactics of

socioemotional development? What are the results

that teachers who have experienced projects like

Amigos do Zippy have had?

For future work, it is suggested the development

of case studies contemplating interviews with

teachers, so that it is possible to understand even more

about the benefits and results of didactics of

socioemotional development in the classroom.

Assigning digital versions to non digital projects

might yield results in different socioeducational

realities.

Furthermore, that the adoption of technological

computational solutions is yet another facilitator for

human development.

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