Aprendendo com afeto: a importância das emoções para o processo de aprendizagem na infância

Abstract

The present work seeks to investigate, through available literature, the relationship between the development of socio-emotional skills and learning processes during childhood, in the Brazilian school context. According the theory of human development, the period from three to six years of age is marked by the emergence and achievement of essential skills, which involves the development of language, self-esteem, motor skills, understanding of the cause and effect, and understanding of life in a collective way, influenced by biopsychosocial aspects, involving culture, gender and the environment in which they live. In this way, emotions evidently have a primary function in social interaction, configuring a determining role in the constitution of the subject. Because they have an adaptive value and are therefore associated with students' interests, impulses and motivations, emotions play a fundamental role in the construction of meanings in the school environment. In this sense, through an integrative bibliographic review that aims to collect and subsequently analyze data, this work aims to designate the interrelationships between emotions and learning, based on the integration between feeling, thought and action that integrate learning significant. Therefore, by carrying out this work and understanding these factors, it was possible to investigate the relationship between teaching socio-emotional skills and effective child learning.