EMOTIONAL LITERACY AS A FACILITATOR OF THE TEACHING-LEARNING PROCESS: A THEORETICAL ANALYSIS AND PEDAGOGICAL PROPOSITIONS

Abstract

This article proposes a theoretical analysis of emotional literacy as a structuring element for the teaching-learning process. Based on a literature review with an emphasis on Brazilian authors, the article examines the relationship between emotion and cognition, the foundations of socio-emotional education, and the role of the teacher as an affective mediator. It also presents pedagogical proposals for incorporating emotional literacy into daily school life. It concludes that intentional practices focused on students' emotional development promote not only meaningful learning but also psychological well-being and the integral development of the individual.