NEUROSCIENCE AND EMOTIONAL LEARNING: THE IMPACT OF EMOTIONS ON KNOWLEDGE

Abstract

This article analyzes the impact of emotions on the learning process from a neuroscience perspective, highlighting the importance of integrating the emotional dimension into pedagogical practice. The study was conducted using a qualitative approach, supported by a documentary review and theoretical analysis of recent research in the field of neuroeducation, particularly those that relate emotional activity to cognitive functions such as attention, memory, and motivation. The exploration revealed that emotions directly influence students' ability to process, retain, and apply knowledge. Furthermore, it was recognized that emotional states influence classroom behavior, affecting both academic performance and social relationships. Based on these findings, a pedagogical proposal was formulated, structured around three lines of action: teacher training in emotional neuroeducation, the design of emotionally meaningful learning environments, and the integration of students' sociocultural context into educational strategies. As a result, the urgent need to transform traditional methodologies toward more empathetic models that are aware of the affective dimension became evident. The study concludes that learning is more meaningful when positive emotions are fostered, and that teachers must assume a mediating role to appropriately manage the emotional climate in the classroom. It also highlights that the sociocultural environment is a key factor in emotional expression and, therefore, in learning.