Os impactos das emoções na aprendizagem: interfaces com o ensino de Ciências

Abstract

In the context of Science Teaching, the scarce didactic background in the initial training of teachers has led to the pedagogical act the valorization of cognitive aspects to the detriment of the emotional dimension. Therefore, the objective of this article is to propose a reflection about the impact of emotions on the teaching and learning of science in interface with the perceptions of teachers of the area of Natural Sciences, with the theoretical support of the ideas of Henri Wallon. The study is anchored in the assumptions of mixed methods research. The instrument for data collection was a questionnaire applied through the Google Forms tool to 22 Biology, Physics and Chemistry teachers who work in High School. The technique for data analysis and interpretation was based on thematic analysis. The results pointed to the need to include the emotional dimension in the teaching-learning process in teacher education, especially in the field of science teaching, in order to guide and strengthen the inseparability of affective and cognitive aspects in educational practice. From this perspective, this study can contribute to the debates that highlight the central and decisive role of emotions as a factor in the process of knowledge acquisition.