O PAPEL DAS EMOÇÕES NO PROCESSO DE APRENDIZAGEM: UMA ANÁLISE PSICOLÓGICA DAS DIMENSÕES AFETIVAS NA EDUCAÇÃO

This article aims to provide an in-depth analysis of the role of emotions in the learning process, based on theoretical foundations from Educational Psychology. Starting from the understanding that learning is a complex phenomenon that integrates cognitive, affective, and social dimensions, the research seeks to explore how emotional states influence mental processes such as attention, memory, motivation, decision-making, and, consequently, academic performance. This qualitative bibliographic study draws on authors such as Vygotsky (2001), Wallon (1975), Piaget (1972), Damasio (2012), and Goleman (1995), whose theories highlight that affect is not a peripheral or merely supportive factor, but a constitutive element of thought and knowledge construction. By articulating emotion and cognition, the article demonstrates that emotional security, affective bonds, empathy, and internal balance directly affect the learner’s availability to engage with learning and interact within the school environment. It concludes that valuing emotions in pedagogical practice promotes more meaningful learning, strengthens emotional self-regulation, and contributes to the formation of more empathetic, autonomous, and emotionally balanced individuals, capable of establishing healthy relationships with knowledge and with others.