INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Nov 24, 2025 1 0

Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil

Maria Helena Almeida Carvalho 1,
David Santos Silvino 2,
Rosalia Tayna Conceição da Silva 1,
Matheus Batalha Moreira Nery 3 *
1 Department of Letters, Federal University of Sergipe, Brazil2 Department of Information Systems, Federal University of Sergipe, Brazil3 Department of Education, Federal University of Sergipe, Brazil* Corresponding Author
International Journal of Changes in Education, 2(4), 2025, 259-270, https://doi.org/10.47852/bonviewIJCE52025367
Publication date: Nov 24, 2025
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ABSTRACT

In deep northeast Brazil, pedagogical actions, educational practices, and socioemotional development are at a crossroad. The return to in-person classes after the COVID-19 pandemic was marked by reports of emotional crises, where cases of anxiety and depression prevailed among students. Therefore, this study aimed to analyze the dynamic and creative process of pedagogical actions and perceived students’ socioemotional development with teachers working in Itabaiana, a small city 60 kilometers off the coast, in Sergipe state’s backlands. This is a region that has lived with social, economic, and political problems for centuries. The methodology was qualitative and divided into two stages. The first stage consisted of three 90-minute art-education workshops with two groups of ten teachers, where Vygotsky’s mediation was an essential component. In the second stage, individual semi-structured interviews were conducted. The data collected in the workshops indicated that reading, whether on psychological topics or other areas of knowledge, is not part of teachers’ daily lives. Paradoxically, participants also demonstrated a strong need for these readings. They also revealed that thinking of the classroom as a zone of proximal development is still a distant reality. This phenomenon is associated with the lack of adequate training on psychology topics in teacher training and the absence of psychologists in schools. This lack of knowledge was also present in the interviews. Of these, three categories emerged as crucial: (a) pedagogical actions in the post-pandemic; (b) knowledge of psychology; and (c) socioemotional development of students. Results showed that pedagogical actions in the post-pandemic marked by readaptation and by an intense emotional burden and socioemotional development of students were perceived as negative emotions. Opportunities for progress are limited to private conversations undertaken without assistance from psychology professionals. Although this study was done with a limited number of
participants, the results point to two recommendations to policymakers: (a) bring psychology closer to schools and (b) provide extensive training in socioemotional development for teachers who work in public schools. These recommendations are of paramount importance for the future of Brazil.

KEYWORDS

socioemotional development pedagogical actions in the post-pandemic educational practices educational psychology Brazilian educational system zone of proximal development knowledge of psychology

CITATION (APA)

Carvalho, M. H. A., Silvino, D. S., da Silva, R. T. C., & Nery, M. B. M. (2025). Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil. International Journal of Changes in Education, 2(4), 259-270. https://doi.org/10.47852/bonviewIJCE52025367
Harvard
Carvalho, M. H. A., Silvino, D. S., da Silva, R. T. C., and Nery, M. B. M. (2025). Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil. International Journal of Changes in Education, 2(4), pp. 259-270. https://doi.org/10.47852/bonviewIJCE52025367
Vancouver
Carvalho MHA, Silvino DS, da Silva RTC, Nery MBM. Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil. International Journal of Changes in Education. 2025;2(4):259-70. https://doi.org/10.47852/bonviewIJCE52025367
AMA
Carvalho MHA, Silvino DS, da Silva RTC, Nery MBM. Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil. International Journal of Changes in Education. 2025;2(4), 259-270. https://doi.org/10.47852/bonviewIJCE52025367
Chicago
Carvalho, Maria Helena Almeida, David Santos Silvino, Rosalia Tayna Conceição da Silva, and Matheus Batalha Moreira Nery. "Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil". International Journal of Changes in Education 2025 2 no. 4 (2025): 259-270. https://doi.org/10.47852/bonviewIJCE52025367
MLA
Carvalho, Maria Helena Almeida et al. "Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil". International Journal of Changes in Education, vol. 2, no. 4, 2025, pp. 259-270. https://doi.org/10.47852/bonviewIJCE52025367

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