A fenomenologia da emoção na aprendizagem: subjetividade, corpo e percepção na experiência/vivência cognitiva

Abstract

This thesis investigates the relationship between emotions and cognition from a phenomenological and neuroscientific approach. The guiding question of the research is: how can the integration between phenomenology and neuroscience contribute to understanding emotional and cognitive processes in learning and brain adaptation? The study examines how subjective experience influences and complements the understanding of emotional and cognitive processes in the learning context. We argue that phenomenology provides a relevant theoretical framework by considering the intentionality of consciousness and embodied perception as fundamental elements of cognition. Additionally, we integrate neuroscientific perspectives to analyze how neuroplasticity and the biological foundations of emotions impact cognitive performance. The research follows a qualitative approach, based on a bibliographic review that includes classical phenomenology authors, such as Husserl and Merleau- Ponty, as well as contemporary studies in cognitive neuroscience. As analytical procedures, we use epoché, eidetic analysis, and imaginative variation to examine the interdependence between emotions and cognition and their implications for pedagogical practices. The results indicate that understanding learning through the interrelation between emotion and cognition enables the development of more adaptive pedagogical strategies. We demonstrate that educational approaches that consider both the subjective aspects of experience and the neurobiological foundations of cognition promote more effective and engaging teaching. Moreover, the research reinforces the hypothesis that integrating neuroscience and phenomenology enhances the understanding of cognitive processes, providing a more comprehensive model for teaching and learning. Finally, the study highlights that emotional responses influence knowledge acquisition and retention. Understanding this dynamic holistically can significantly contribute to improving educational methodologies, making them more aligned with students’ needs and fostering deeper and more meaningful learning.