SOCIO-EMOTIONAL COMMUNICATION AND INCLUSIVE PRACTICES IN PUBLIC SCHOOLS: FORMATIVE EXPERIENCES AT CEPELS TOCANTINS
DOI:
https://doi.org/10.66104/xkcnrb77Keywords:
Socio-emotional communication; Inclusive education; Teacher training; Pedagogical practices.Abstract
This work analyzes the understandings of educators in the state of Tocantins regarding socio-emotional communication as a structuring element of inclusive educational practices in contemporary education. Situated within the field of teacher training and inclusive education, the study aims to understand the contributions of socio-emotional communication based on formative experiences lived in the Educators' Meetings of the Center for Training, Extension, Innovation and Research in Education, Leisure and Health of the Federal University of Tocantins (Cepels/UFT), carried out in partnership with the State Secretariat of Education of Tocantins, through the Education Strengthening Program (Profe). This is an applied research, with a qualitative approach and exploratory-descriptive character, grounded in the phenomenological perspective, which values lived experience and the intersubjective construction of meanings. The methodological procedures involved bibliographic research, participation in the formative meetings, and data analysis using content analysis techniques. The results indicate that socio-emotional communication is perceived as a central dimension in promoting more welcoming, collaborative, and diversity-sensitive pedagogical practices, highlighting categories such as empathy, active listening, acceptance, and belonging. Inclusive educational practices were also identified, such as discussion circles, pedagogical mediation, and the use of digital technologies, in addition to challenges related to the articulation between school, family, and pedagogical team, and the need for continuing education for educators. It is concluded that socio-emotional communication constitutes a fundamental axis for the construction of an inclusive and humanized education, requiring continuous investments in teacher training, the valuing of dialogical formative spaces, and the deepening of studies in different educational contexts.
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Copyright (c) 2026 RUHENA KELBER ABRAO FERREIRA, FÁBIO PEREIRA VAZ , MARLON SANTOS DE OLIVEIRA BRITO , NUBIA PEREIRA BRITO OLIVEIRA , CLEISON ALMEIDA NUNES, CAROLLINE GIMENEZ GRAÇA, DARLINGTON RIBEIRO LIMA , MAURÍCIO AIRES VIEIRA
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