AS EMOÇÕES COMO POTENCIALIZADORAS DO PROCESSO EDUCACIONAL

This scientific article had as its main purpose to promote the socio-emotional development of students with low academic performance in elementary school in a peripheral public school in Itaperuna-RJ. Through the application of action research, workshops were conducted with the aim of promoting the students' collective selfreflection, encouraging them to explore their experiences as a means of developing emotional skills and valuing their individual social experiences. In this context, the theories of Piaget, Vygotsky, Rogers and Wallon reinforced the relevance of affection and emotions in the learning process, demonstrating their influence on the integral formation of students. The aim of this study was to create an environment conducive to socio-emotional development in the school context, in order to generate a positive impact on the academic performance of students with difficulties. The objective was to enable them to face academic and social challenges with and resilience. It is believed that, by promoting socio-emotional development, the school may have significantly contributed to the formation of individuals who are better prepared to deal with the demands of the contemporary world, becoming more autonomous, aware and collaborative citizens.