THE NEUROSCIENCE OF EMOTIONS AND THEIR RELATIONSHIP WITH LEARNING

Abstract

Advances in neuroscience have significantly transformed the understanding of learning processes, demonstrating that learning extends beyond the mere acquisition of information and involves highly integrated emotional, cognitive, and social mechanisms. In this context, emotions have become a central focus of research on learning, as they directly influence attention, memory, motivation, and the consolidation of knowledge. This article aims to examine how emotions are processed by the brain and to analyze their implications for educational processes, highlighting the contributions of neuroscience to the development of educational strategies grounded in scientific evidence. This study is a qualitative bibliographic review based on classical and contemporary research in neuroscience, education, cognitive psychology, and positive psychology. The findings indicate that emotion and cognition are inseparable processes in brain functioning. Structures such as the amygdala, hippocampus, and prefrontal cortex work together in the emotional evaluation of stimuli, the selection of relevant information, the strengthening of memory, and the regulation of behavioral responses. Furthermore, neuroplasticity demonstrates that the brain remains adaptable throughout life, continuously reorganizing its neural connections in response to experiences, particularly those with emotional significance. Therefore, emotionally supportive, safe, and cognitively stimulating school environments contribute to students' holistic development. The integration of neuroscience knowledge into pedagogical practices emerges as an important strategy for promoting more meaningful education that is aligned with the functioning of the human brain.