THE INFLUENCE OF EMOTIONS ON THE TEACHING-LEARNING PROCESS: AN INTEGRATIVE REVIEW ON NEUROSCIENCE AND TEACHING

Abstract

This study covers an integrative literature review on the intersection between neuroscience, emotions, and pedagogical practices in basic education, aiming to consolidate evidence on how emotions influence teaching and learning processes. The research, exploratory in nature, employed a systematic review technique in seven stages, using the artificial intelligence tool "Inciteful" and boolean operators for the following search terms: Education, Learning, Emotional, and Neuroscience. The search resulted in 50 publications, of which 29 met the inclusion criteria. The analysis aims to understand the connections between emotions, cognition, learning, and academic performance, in order to identify how neuroscientific knowledge can be applied in the creation of more effective educational strategies. The results indicate that both positive and negative emotions modulate cognitive processes and significantly impact academic performance, suggesting that the emotional state of teachers and students is central to educational success. This study reinforces the need to integrate neuroscientific findings into the school environment, promoting pedagogical practices that value the emotional individuality of students and the well-being of teachers. By focusing on the emotional and neuroscientific dimension, the research contributes to the construction of more inclusive and effective learning environments that foster cognitive development and meaningful learning.