BETWEEN KNOWING AND FEELING: EMOTIONAL HEALTH IN SCHOOLS AS A PILLAR FOR AN INCLUSIVE, TRANSFORMATIVE AND HUMANIZING EDUCATION

Abstract

This article investigates how the promotion of emotional health in schools can be an essential pillar for the construction of an inclusive and transformative education. The research is based on the premise that the emotional, social, and cognitive dimensions are deeply interconnected in the development of students, and it is essential to integrate pedagogical practices that welcome and care for emotions in the school environment. Based on a theoretical analysis based on authors such as Paulo Freire, Bell Hooks, Barbara Carine Soares Pinheiro, and others, who defend a humanizing and inclusive education, the research explores how school management and pedagogical guidance can be effective strategies in promoting emotional well-being. The study proposes to reflect on how to transform schools into welcoming, inclusive environments that favor the integral development of students, to form critical, resilient, and empathetic citizens.