Neurociência e educação: as implicações das emoções para o processo educativo.

Abstract

Emotions are part of human subjectivity, they modulate our desires, needs, personality and are decisive for relationships with others and the environment. At school, they should not be ignored, as Neuroscience points out that emotions are important components of cognitive and learning processes. In view of this, the research has the general objective of investigating whether teachers of Early Childhood Education and Elementary Education - Early Years in the municipality of Cajazeiras-PB are aware of the contributions of emotions to the educational process. This research seeks to answer the following problematizing question: how do teachers understand the influences of emotions on the teaching and learning processes? For the methodological route, in addition to the bibliographic survey, we opted for scientific research of a qualitative nature, of an exploratory nature. The instrument for data production was a semi-structured interview with five teachers who work in the areas of Early Childhood Education and Early Years of Elementary School. The context of this investigation involved the space of a municipal public elementary school in the city of Cajazeiras-PB. During the study it was observed that emotions are interrelated with cognitive processes, interfering in teaching and learning processes. Perception, attention, memory and reasoning are essential functions for learning to flow well and emotions can somehow affect these functions, harming students' performance. Therefore, understanding how emotions affect the educational process can contribute to a more favorable school environment for learning, aiming not only to increase academic performance.