A DIMENSÃO AFETIVA E A ESCUTA SENSÍVEL PARA A APRENDÊNCIA VOLTADA AOS NEURODIVERGENTES: UMA ABORDAGEM RIZOMÁTICA

Abstract

This research aims to unveil the fabric of the affective dimension in the learning process of students with unique ways of learning and expressing knowledge, linked to different neurodevelopmental trajectories. Based on a rhizomatic approach - inspired by the philosophical propositions of Deleuze and Guattari - this thesis advocates an epistemology of sensitive listening, in which affect emerges as a founding element of the educational experience and as a driving force in the constitution of subjectivities. Under the aegis of neuroscience applied to education, it outlines interlocutions with the concepts of neuroplasticity and cognitive, executive and conative functions, highlighting the possibilities of re-signifying pedagogical practices in the face of neurobiological diversity. Based on the pedagogy of affection, sensitive listening, good encounters and neuroscience in education, an educational praxis is outlined that transcends standardized models and is anchored in the acceptance of difference as a formative power. In this context, this work therefore invites us to abandon homogeneous and linear paradigms, proposing the construction of a rhizomatic learning process in which multiplicities, flows and affections intertwine in the constitution of a truly inclusive, equitable and humanizing education - where learning is also an act of bonding, listening and transformation.