Abstract:
This is a bibliographic-qualitative study that aimed to answer how affectivity can transform interpersonal relationships, social experiences and influence the learning of children and adolescents. The theoretical framework that composes the research is based on themes related to affectivity, learning, spirituality, emotional and spiritual intelligence, social exclusion, family, school and society in their current conceptions. The theoretical foundation is based on Piaget (1972) Vygotsky (1987) and Wallon (1985), and alsoGolleman (2011), Zohar and Marshall (2017), Röhr (2013), Rocca (2013), Boff (2001) Puntel and Adam (2021). We sought to understand the concepts of affectivity in the individual's cognitive development process, demonstrating the positive contributions of the affective relationship; reflect on the influence of social environments (school, family and society) in the education of children and adolescents, approaching emotion and spirituality, as a human dimension of manifestations and expression of affectivity. A reflection is made on the social role of the school, through the case study of the Creative Trajectories Project, a social project aimed at education at UFRGS, in the municipality of Capivari do Sul/RS. It is important to highlight that it has been proven that the development of socio-emotional skills and spirituality positively transform the lives of children and adolescents.
