Este texto analisa a proposta de avaliação de competências sócioemocionais - Social and Emotional Non-cognitive Nationwide Assessment (SENNA) - que vem sendo disseminada como consensual e inovadora no Brasil. O artigo explicita controvérsias; examina os fundamentos do construto Big Five que sustenta a proposta; discute a utilização da análise fatorial como base para o estudo da personalidade; problematiza a separação das dimensões cognitiva e emocional e contesta a redução da personalidade a poucos traços analisáveis separadamente. Diante dos riscos de simplificar a complexidade do desenvolvimento humano e de estigmatizar alunos que não demonstrem as competências estipuladas como desejáveis, questiona-se a pertinência de se assumir tal proposta como política pública.

This article analyzes the Social and Emotional Non-cognitive Nationwide Assessment (SENNA) proposal, which has been disseminated as consensual and innovative in Brazil. The paper expounds some of its controversies; examines the foundations of the Big Five construct that supports the proposal; discusses the use of factor analysis as a basis for the study of personality; questions the separation of the cognitive and emotional dimensions and disputes the reduction of personality to a few traits that could be separately analyzable. Given the risks of simplifying the complexity of human development and of stigmatizing students who do not demonstrate the competencies stipulated as desirable, we call into question the pertinence of taking such a proposal as a public policy.

RÉSUMÉ Cet article analyse la proposition d'évaluation des compétences socio-émotionnelles - Social and Emotional Non-cognitive Nationwide Assessment (SENNA) - qui a été diffusée comme consensuelle et innovante au Brésil. L'article a pour but d'expliciter des controverses; il examine les fondements du construct Big Five qui soutient la proposition; il discute l'utilisation de l'analyse factorielle comme base de l'étude de la personnalité; il met en question la séparation des dimensions cognitives et émotionnelles et la réduction de quelques traits de personnalité qui peuvent être séparément analysés. Compte tenu des risques de simplifier la complexité du développement humain et de stigmatiser les élèves qui ne démontrent pas les compétences stipulé...