BNCC e EDUCAÇÃO SOCIOEMOCIONAL: A DISCIPLINA POSITIVA COMO UMA ABORDAGEM EDUCACIONAL

Abstract

The article BNCC and Socioemotional Education: Positive Discipline as an educational approach aims to discuss, in the light of neurosciences, a new socio-educational approach that brings to schools the importance of emotional education, a subject so recurrent in the National Common Curricular Base ( BNCC). Neuroeducation is also approached in the ligth os studies such as Luiz Felipe Barbosa (2021), complementing the perspective of this work. In this sense, we seek to conceptualize and present the definition of Positive Discipline (hereinafter PD), idealized by Dr. Jane Nelsen, according to which PD was born from her concerns when she felt herself constantly navigating between two extremes. Sometimes she acted very authoritatively, and a short time later she was angry with herself for being so harsh. Now, to make peace with her children, she would go to the other extreme, act with permissiveness and this made her feel angry with her children, because she felt that, in those moments, they acted with tyranny. Jane Nelsen, the forerunner of these studies, began to think of a model of education in which the adult could act firmly, but at the same time, could communicate, that is, position himself in a gentle way. And that's how PD was born, based on the philosophy and teachings of Alfred Adler (1967) and Rudolf Dreikurs (1964). The theory advocates the use of tools that are both gentle and firm and that teach social and life skills. In light of the studies conducted by Nelsen (2015), attentive to the skills proposed by the BNCC (2018), we will use research carried out by neuroscientists such as Siegel (2015), in order to highlight the need to offer an education that considers the emotional health of the child. educating and that promotes skills of mutual respect, cooperation, creativity and focus on solutions.