Emotions involved in meaningful learning during teaching and learning processes

Abstract

The purpose of this article is to reflect on the theoretical foundations of the study of emotions involved in meaningful learning. Inquiring into the theoretical foundations implies a review of other decades about emotions in the teaching-learning process. The information is presented in four sections, which aim to provide an approach and generate a reflection on the study. Finally, knowing and working on the basis of emotional education can contribute, not only to develop research on emotions in the educational field, but could also help institutions to develop programs to support teachers in the difficult task of educating, highlighting the teaching task. In this way, recognizing emotions in the teaching and learning processes is to enhance the promotion of meaningful learning in the classroom.