The relation between emotions and cognitive learning processes in the light of complex thinking

Abstract

Based on the traditional paradigm, school and community still experience dichotomies, such as knowledge/affection and reason/emotion, (MORAES; NAVAS, 2010). According to the authors, the learning process still undervalues emotions, feelings, creativity and skills. The result of such process is a fragmented whole, a disintegrated apprentice who is unaware of his emotions. According to Moraes (2004b), in an attempt to overcome such fragmentation, complex thinking proposes that pupils be understood under a whole and complex point of view. Therefore, the primary objective of this study is to outline the relation between emotions and cognitive processes according to complex thinking (MORIN, 1995).