EMOTIONS IN LEARNING: CONTRIBUTIONS OF POSITIVE PSYCHOLOGY

Abstract

This article aimed to analyze the contributions of Positive Psychology in the school context, considering its articulation with the principles of neuropsychology, its pedagogical implications, and its possibilities for institutional implementation. The study addressed the influence of positive emotions on learning and the well-being of teachers and students, with emphasis on the development of socio-emotional competencies and the strengthening of the educational environment. To this end, a bibliographic research was conducted, based on the analysis of scientific works selected according to criteria of timeliness, thematic relevance, and editorial quality, using simple and specific terms, primarily consulted in the Scielo database. Content analysis enabled the systematization of the main ideas of the authors studied and the establishment of thematic categories. The results showed that the valorization of positive emotions contributed to strengthening memory, attention, and student engagement, in addition to promoting teachers' emotional health and improving the institutional climate. It was also found that the integration between Positive Psychology and pedagogical practices requires a reformulation of teacher education and institutional commitment to a humanized approach to education. It was concluded that the incorporation of strategies based on Positive Psychology supported the integral development of school subjects, although its large-scale implementation depends on cultural and structural adaptations.