LETRAMENTO SOCIOEMOCIONAL DOS ALUNOS DO 1º ANO DO ENSINO MÉDIO INTEGRADO DO INSTITUTO FEDERAL DO ACRE – IFAC – CAMPUS RIO BRANCO

Abstract

The research analyzed the socio-emotional literacy of first-year students enrolled in the Computer Networks Technical Program at the Federal Institute of Acre – Rio Branco Campus, considering its implications for the teaching and learning process. The study was conducted within the research line Educational Practices in Professional and Technological Education of the Graduate Program in Professional and Technological Education. The investigation aimed to understand how socio-emotional competencies manifest among students and how these competencies can be strengthened in the context of integrated technical upper secondary education.This qualitative study adopted an exploratory and descriptive approach. Data were produced through a discussion circle and the administration of a questionnaire to incoming students. The analysis followed the principles of Dialogic Discourse Analysis, articulated with discussions on Emotional Intelligence and holistic education. The results indicated the coexistence of positive perceptions related to welcoming practices and a sense of belonging, alongside feelings of anxiety, insecurity, and difficulties in self-regulation, revealing socio-emotional demands that remain insufficiently addressed in the school routine. The study also found that students recognize the relevance of emotional competencies but demonstrate limitations in applying them consistently in academic and social interactions.As a pedagogical contribution, an educational product was developed consisting of workshops aimed at fostering socio-emotional literacy, intended to support more humanized and integrative educational practices. The study concludes that strengthening socio-emotional competencies contributes to holistic student development and expands possibilities for future interventions within the scope of Professional and Technological Education.