This text aims to highlight, from the delimitation of the field of knowledge in the area of Education, the capital/work relationship through the socio-emotional guidelines present in the training of workers corresponding to High School in Brazil and their articulations with the demands of capital via OECD and Ayrton Senna Institute in the period from 2010 to 2019. Bringing together in terdisciplinarity in the scientific and epistemological field, under the historical-critical methodology, we carried out a qualitative and quantitative survey and analysis of the State of Knowledge, linked to bibliographic research, having as collections SciELO, CAPES/MEC Journals Portal and CAPES Theses and Dissertations Catalog. As a result, we obtained educational policies that were covered and guided by multilateral organizations in the creation of instruments for the assessment of socio-emotional skills. We conclude that socio-emotional skills are addressed by the authors in a non-detailed way and without considering their origin.