Importance of emotions in learning
a neuropsychopedagogical approach
Keywords:
Emotions, Learning, NeurosciencesAbstract
The article seeks to address the importance of emotions in school learning, bearing in mind that the current school’s mission should not focus only on the intellectual development of children and young people, but should also be responsible for their social and emotional development. Regardless of today neurosciences show that emotions have a key impact on learning, many teachers and educational officials, still reveal some uncertainty in incorporating work on emotions in the classroom. Throughout the text are explored questions about the relationship between emotion and cognition in neurofunctional terms when both functions are incorporated in learning, raising various reflections on the teaching-learning process and on the emotional interactions between teachers and students. Finally, some teaching strategies for teachers are advanced and discussed.
Downloads
References
Erikson E. Childhood and society. New York: Norton; 1963.
Wallon H. Do acto ao pensamento. Lisboa: Moraes; 1969.
Wallon H. L’evolution psychologique de l’enfant. Paris: Armand Colin; 1970.
Wallon H. Les origines du caractère chez l’enfant: les preludes du sentimento de personalidade. Paris: PUF; 1970.
Ajuriaguerra J. Manuel de Psychiatrie de l’enfant. Paris: Masson & Cie; 1974.
Ajuriaguerra J, Hécaen H. Le cortex cérebral. Paris: Masson & Cie; 1964.
Gardner H. Frames of mind: the theory of multiple intelligences. New York: Basic Books; 1985.
Goleman D. Emotional Intelligence. London: Hutchinson; 1995.
Goleman D. Working with emotional intelligence. New York: Bantam Books; 1998.
Goleman D. Emotional intelligence: why it can matter more than IQ. New York: Bantam Books; 2005.
Goleman D. Social intelligence. London: Hutchinson; 2006.
Cacioppo J, Berntson G. Social neuroscience. New York: Psychology Press; 2005.
Reuchlin M. Les différences individuelles dans le dévelopment conatif de l’énfant. Paris: PUF; 1990.
Darwin C. The expression of the emotions in man and animals. New York: Oxford University; 1998.
Gazzaniga M. The social brain: discovering the networks of the mind. New York: Basic Books; 1985.
Gazzaniga M, Heatherton T. Psychological science: mind, brain and behavior. New York: W. W. Norton; 2003.
Fonseca V. Dificuldades de aprendizagem: abordagem neuropsicopedagógica. 5ª ed. Rio de Janeiro: Wak; 2016.
Fonseca V. Neuropsicologia: cérebro, corpo e motricidade. Rev Psique: Ciência Vida. 2016; 123(dossier: Enigmático Cérebro): 37-53.
Jensen E. Different brains, different learners. London: Corwin; 2010.
Willis J. Current impact of neuroscience on teaching and learning. In: Sousa DA, ed. Mind, brain & education. Bloomington: Solution Tree Press; 2010.
Lussier F, Flessas J. Neuropsychologie de l’enfant: troubles développementaux et de l´apprentissage. Paris: Dunod; 2001.
Hale J, Fiorello C. Scholl neuropsychology. New York: Guilford Press; 2004.
Pekrun R, Goetz T, Titz W, Perry R. (2002). Academic emotions in students self-regulated learning and achievement. Educ Psychol. 2002;37(2):91-105.
Mazeau M. Neuropsychologie et troubles des apprentissages. Paris: Masson; 2005.
Kaufman SB. Ungiffted: intelligence redefined. New York: Basic Books; 2013.
Luria AR. Human brain and psychological process. London: Harper & Row; 1966.
Luria AR. The working brain. London: Peguin; 1973.
Poper K, Eccles J. The self and its brain. New York: Springer; 1977.
Kolb B, Whishaw I. Introduction to human neuropsychology. New York: Freeman; 1985.
Changeux JP. Raizon et plaisir. Paris: Odile Jacob; 1994.
Jeannerod M. Le cerveau intime. Paris: Odile Jacob; 2000.
Damásio A. The frontal lobes. In: Heilman K, Valenstein E, eds. Clinical neuropsychology. Oxford: University Press; 1979.
Damásio A. O erro de Déscartes: emoção, razão e cérebro humano. Lisboa: Europa-América; 1995.
Damásio A. The feeling of what happens: body and emotion in the making of consciousness. New York: Harcourte Brace & Co; 1999.
Damásio A. Looking for Spinoza: joy, sorrow and the feeling brain. London: William Heinemann; 2003.
LeDoux J. O cérebro social. Rio de Janeiro: Objectiva; 1998.
Ward J. The student’s guide to cognitive neuroscience. 2nd ed. New York: Psychology Press; 2006.
Immordino-Yang MH, Faeth M. The role of emotion and skilled intuition in learning. In: Sousa D, ed. Mind, brain & education. Bloomington: Solution Tree Press; 2010.
Fischer K, Heikkinen K. The future of education neuroscience. In: Sousa DA, ed. Mind, brain & education. Bloomington: Solution Tree Press; 2010.
Fonseca V. Papel das funções cognitivas, conativas e executivas na aprendizagem: uma abordagem neuropsicopedagógica. Rev Psicopedagogia. 2014;31(96):236-53.
Fonseca V. Aprender a aprender. 3ª ed. Lisboa: Âncora; 2014.
Posner M. Neuroimaging tools and the evolution of educational neuroscience. In: Sousa DA, ed. Mind, brain & education. Bloomington: Solution Tree Press; 2010.
Das JP, Kar B, Parrila R. Cognitive planning. New Delhi: Sage; 1996.
Fishbein HD. Evolution, development and children’s learning. Pacific Palisades: Goodyear Publis. Co.; 1976.
Bradshaw JL. Human evolution: a neuropsychological perspective. London: Taylor & Francis; 1997.
Buss D. Evolutionary Psychology: the new science of mind. New York: Allyn and Bacon; 1999.
Calvin W. Como o cérebro pensa. São Paulo: Rocco; 1998.
Calvin W. A evolução do pensamento. Scientific American, 2004;17.
Gardenfors P. How Homo became sapiens: on the evolution of thinking. New York: Oxford. University Press; 2007.
Fonseca V. Psicomotricidade e neuropsicologia: abordagem evolucionista: Rio de Janeiro: Wak; 2009.
Fonseca V. Psicomotricidade: filogénese, ontogénese e retrogénese. Rio de Janeiro: Wak; 2009.
Damásio A. O livro da consciência. Lisboa: Círculo de Leitores; 2010.
Berthoz A. La décision. Paris: Odile Jacob; 2003.
Vygotsky LS. Problems of General Psychology. New York: Plenum; 1986.
Vygotsky LS. Mind and society: the development of higher psychological process. New Jersey: Harvard University Press; 1978.
Vygotski LS. El desarrollo de los processos psicologicos superiores. Barcelona: Crítica; 1979.
Fonseca V. Dificuldades de aprendizagem não verbais. Rev Inclusão. 2000;1:89-112.
Fonseca V. Cognição e aprendizagem. Lisboa: Âncora; 2001.
Bodrova E, Leong D. Tools of mind: a vygotskian approach to early childhood education. New Jersey: Pearson; 2007.
Tomasello M. The cultural origins of human cognition. Cambridge: Harvard University Press; 1999.
Wong K. O despertar da mente humana. Scientific American, 2005;17.
Workman L, Reader W. Evolutionary Psychology: an introduction. Cambridge: Cambridge University Press; 2008.
Winnicott DW. The child, the family and the outside world. London: Tavistock; 1964.
Immordino-Yang MH, Damásio A. We feel, therefore we learn: the relevance of affective and social neuroscience. Mind, Brain and Education. 2007;1(1):3-10.
Waber D. Rethinking learning disabilities. New York: Guilford Press; 2010.
Sousa DA. How science met pedagogy. In: Sousa DA, ed. Mind, brain & education. Bloomington: Solution Tree Press; 2007.
Sperry R. How a developing brain gets itself properly wired for adaptative function. In: Tobach E, et al., eds. The biopsychology of development. New York: New York Academic Press; 1971.
Varela F, Thompson E, Rosch E. The embodied mind: cognitive science and human experience. Cambridge: MIT Press; 1991.
Varela F, Maturana H. The tree of knowledge: the biological roots of human understanding. Boston: Shambhala; 1998.
Freire P. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra; 2005.
Rourke B. Nonverbal learning disabilities: the syndrome and the model. New York: Guilford; 1989.
Martinet M. Théorie des émotions: introduction a l’oeuvre d’Henri Wallon. Paris: Aubier Montaigne; 1972.
Fonseca V. Manual de observação psicomotora: significação psiconeurológica dos factores psicomotores. 3ª ed. Rio de Janeiro: Wak; 2010.
Fonseca V. Desenvolvimento psicomotor e aprendizagem. Porto Alegre: ArtMed; 2008.
Spitz R. De la naissance à la parole. Paris: PUF; 1972.
Bolwby J. Maternal care and mental health. Genebra: World Health Organization; 1971.
Winnicott DW. Jeu et realité. Paris: Gallimard; 1964.
Winnicott DW. Le corps et le self. Rev Nouvelles de Psychanalise. 1971;3.
Santos AS. Estudos de psicopedagogia e arte. Lisboa: Horizonte; 1999.
Santos AS. Da família à escola. Lisboa: Horizonte; 2001.
Santos J. A casa da praia. Lisboa: Horizonte; 2007.
Ramachandran VS. The tell-tale brain. London: William Heinemann; 2011.
Bechara A, Damásio A. Deciding advantageously before knowing the advantageous strategy. Science. 1977;275:1293-5.
Goldberg E. The executive brain: unifying cognition. New York: Oxford University Press; 2001.
MacLean PD. A triune concept of the brain and behavior. Toronto: Hinckx Memorial Lectures; 1973.
MacLean PD. A mind of three minds: educating the triune brain. In: Chall J, Mirsky A, eds. Education and the brain. Chicago: University of Chicago; 1978.
Maslow A. Motivation and personality. New York: Harper & Row; 1954.
Bandura A. Social learning theory. New Jersey: Prenticehall; 1977.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 Vitor da Fonseca
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
