SOCIO-EMOTIONAL COMPETENCIES AND PHILOSOPHY TEACHING:

POSSIBILITIES AND PERSPECTIVES

Abstract

In this article, I try to situate socio-emotional competences, as they are mentioned in the National Common Curriculum Base (BNCC), in the midst of the two antagonistic perspectives that discuss them in the contemporary debate: the critical perspective coming from dialectical historical materialism and the conception in favor of such competences whose origins go back to the New School. I set out this contrast in order to understand whether socio-emotional competences are merely a mechanism for coercion and consensus in the face of transformations in the world of work, as the critical conception indicates, or whether they can enable a gain in language with regard to the affective dimension, which is so unheard of in the usual education system. Philosophy, in turn, was still understood in ancient times as a thought capable of changing the way of being and acting of the individual who comes into contact with it. It is therefore worth questioning the ways in which this discipline can relate to socio-emotional competences from a critical perspective, aligned with the aim of contributing to the formation of subjects who are attitudinally capable of going beyond self-interest in favor of defending and caring for a shared world.