THE RELATIONSHIP OF LAUGHTER WITH MEMORY, EMOTION AND LEARNING: IMPLICATIONS FOR PEDAGOGICAL PRACTICES

Abstract

This theoretically-focused article examines the notions of neuroscience, neuroplasticity and the higher nervous functions of the central nervous system (attention, memory, motivation, emotions and executive functions) and relates them to learning. The objective is to articulate the contributions of neuroscience and affectivity, with a focus on the role of laughter and good humor, to pedagogical practices and to meaningful learning. The methodology consisted of theoretical research, through a bibliographic review of scientific works in the fields of Neuroscience, Psychology and Pedagogy. The review indicates that laughter, as an emotional expression, takes part in cognitive and emotional development and acts as a mediator in the teacher-student relationship and in the fixation of long-term memories. It is concluded that the intentional and healthy inclusion of laughter in pedagogical practices favors attention, memory consolidation, intrinsic motivation and a social climate more conducive to lasting learning, within the limits that the available evidence allows.