^{_{Socioemotional curricula, 21st century skills and economic investment in education: the new curriculum policies under review}}

ABSTRACT

In the implementation programs of contemporary curriculum policies, concepts such as socioemotional skills, 21^st century abilities, holistic paradigm, socioemotional curriculum and transversal approach have become recurrent in educational debates mobilized by different education systems. This article results from a research that, from the field of Studies on Curriculum Policies, aims to discuss the diffusion of a contemporary model of socioemotional curriculum that takes students as human capital in which to invest. To this end, for the article, it was defined as an analytical corpus the socioemotional curriculum model put into action in Rio de Janeiro, in which are examined: a) government rationality operating in the implementation of the curriculum; b) the senses of school knowledge and human development engendered in the curriculum discourse network. The article then presents a diagnosis of links between childhood, school education and neoliberalism. After that, it discusses some subjective unfolding of the contemporary theorization named Big Five, analyzing the promotion of a socioemotional curriculum model put into action in Rio de Janeiro. Finally, from the analyses, it infers that the contemporary educational industry, driven by the imperative of economic investment in education, has planned technologies operating in mapping and trying to enhance socioemotional skills of students, aiming at their qualification as human capital.

Keywords:
curriculum policies; socioemotional curricula; socioemotional skills; human capital.