Management of pedagogical support for public procurement and socio-emotional well-being of students

Objective: To analyze the perceptions of specialists in public management, state procurement, and pedagogical support regarding how the management of pedagogical accompaniment can be integrated into public procurement to strengthen students’ socioemotional well-being. Method: Qualitative study with a phenomenological-interpretive approach based on semi-structured interviews with eight specialists; five with experience in public management, budgeting, logistics, administrative procurement, and project monitoring, and three specialists linked to tutoring, educational guidance, physical education, and school mental health. The corpus was processed using reflexive thematic analysis. Results: Perceptions converge on the idea that educational public procurement often privileges procedural logic over pedagogical value, delaying support services, limiting access to specialists, and weakening continuity of accompaniment. Three critical nodes were identified: i) misalignment between pedagogical planning and contractual requirements; ii) limited incorporation of socioemotional indicators in terms of reference; and iii) weak monitoring of service quality. At the same time, specialists recognize that when procurement is results-oriented and accompanied by technical supervision, it improves coexistence, student participation, and the perception of institutional support. Conclusions/Contributions: It proposes integrating pedagogical and socio-emotional criteria into public procurement, strengthening supervision, continuity, and student well-being.
Management of pedagogical accompaniment in public procurement should be understood as a public value decision rather than merely an administrative procedure, integrating pedagogical, socioemotional, and outcome-evaluation criteria to ensure timely, sustainable, and student-centered interventions.