Technology Adoption for Brazilian Socioemotional Initiatives at
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.
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)
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
2021 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
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.
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
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
Instituto Reúna
Instituto Ayrton Senna
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
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
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
Table 1: Initiatives by institution.
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
Instituto Reúna BNCC Comentada para o
Ensino Médio
Instituto Reúna O PNLD e o uso de
Materiais Didáticos no
Instituto Reúna Percurso Formativo para
Educação Infantil e Ensino
Consed, Undime, CAEd/UFJF,
Instituto Reúna, Fundação Lemann,
Fundação Itaú Social, Fundação
Roberto Marinho, Banco
Interamericano de
Desenvolvimento e Instituto Ayrton
Apoio à aprendizagem
Instituto Ayrton Senna Atividades
Instituto Ayrton Senna Letramento em
Porvir / Colégio Visconde de Porto
Etiqueta virtual com
Porvir / Colégio Estadual Henrique
Cirqueira Amorim
Borboletas amarelas
Porvir / Colégio Salvatoriano Bom
Tenho monstros na barriga
Technology Adoption for Brazilian Socioemotional Initiatives at School
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
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
CSEDU 2021 - 13th International Conference on Computer Supported Education
the entire school community (Instituto Ayrton Senna,
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
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.
Amigos do Zippy Non digital
Matrizes Curriculares Digital
Mapas de Foco da BNCC Digital
Parâmetros de Qualidade para
Avaliação do Currículo do Ensino
BNCC Comentada para o Ensino
O PNLD e o uso de Materiais
Didáticos no Brasil
Percurso Formativo para Educação
Infantil e Ensino Fundamental
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
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
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
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.
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
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
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
Furthermore, that the adoption of technological
computational solutions is yet another facilitator for
human development.
Alice França Nery Pfeilsticker, A. F. N. (2020). ONU, BNCC
E Brasil: Localizando A Educação Socioemocional na
Atualidade. Revista AMAzônica.Vol XXV, mero 2,
jul-Dez, 2020, pág. 268-280.
ASEC. Available in
Accessed January 2021.
ASEC. 2004. Amigos do Zippy. Available in
Accessed January 2021.
BRASIL. Ministério da Educação. Base Nacional Comum
Curricular. Brasília: MEC, 2018. Available in
EI_EF_110518_versaofinal_site.pdf. Accessed April
CAED. Apoio à aprendizagem. Available in!/program
a. Accessed January 2021.
Garousia, V., Felderer, M., Mantyla, M. V. 2018.
Guidelines for including grey literature and conducting
multivocal literature reviews in software engineering.
Information and Software Technology 000 (2018) 1–
22. Elsevier.
Goleman, D., 1995. Inteligência emocional, Santarrita. Rio
de Janeiro.
Instituto Ayrton Senna. Available in https://institutoayrton Accessed January 2021.
Instituto Ayrton Senna. 2019. Letramento em programação.
Available in
parceiros.html. Accessed January 2021.
Instituto Ayrton Senna. Atividades socioemocionais.
Available in
Accessed January 2021.
Instituto Reúna. Available in
Accessed January 2021.
IPEA. Available in
violencia/. Accessed January 2021.
Miranda, I., 2019. Alunos escrevem cartas de desabafo
durante projeto sobre depressão e automutilação.
Available in
automutilacao/. Accessed January 2021.
Nova Escola. Available in
Accessed January 2021.
Porvir. Available in Accessed January
Reúna. BNCC Comentada para o Ensino Médio. Available
Accessed January 2021.
Reúna. Mapas de Foco da BNCC. Available in
bncc/. Accessed January 2021.
Reúna. Matrizes Curriculares. Available in Accessed
January 2021.
Rna. O PNLD e o uso de Materiais Didáticos no Brasil.
Available in
didatico/. Accessed January 2021.
Reúna. Parâmetros de Qualidade para Avaliação do
Currículo do Ensino Médio. Available in
qualidade/. Accessed January 2021.
Reúna. Percurso Formativo para Educação Infantil e Ensino
Fundamental. Available in https://institutoreuna. Accessed January 2021.
RIBEIRO, A. E., Tecnologia Digital. Glossário CEALE.
Centro Federal de Educação Tecnológica de Minas
Gerais. CEFET/MG/Departamento de Linguagem e
CSEDU 2021 - 13th International Conference on Computer Supported Education
Tecnologia. Available in http://www.ceale.fae.uf
Accessed September 2018.
Souza, S. I., 2016. Professora usa monstrinhos para falar
sobre emoções com as crianças. Available in
falar-sobre-emocoes-criancas/. Accessed January 2021.
Tupy, F.,. 2020. Professor usa Minecraft para trabalhar
etiqueta virtual e criar simulações com os alunos.
Available on the Internet in URL:
virtual-e-criar-simulacoes-com-os-alunos/. Accessed
January 2021
Technology Adoption for Brazilian Socioemotional Initiatives at School