2025-06-162025-06-162025https://repositorio.ifal.edu.br/handle/123456789/982This research investigated the influence of emotions and feelings on daily school life and learning processes, considering the social contexts that constitute the school, the community and society. Based on this research, an educational product in video format was developed, aimed at teachers and staff involved in the teaching-learning process, with the aim of supporting reflections on this topic in Integrated High School Education. The research was carried out within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT/Ifal) and was justified by the relevance of addressing a topic that directly contributes to teaching practice, by recognizing that emotions and feelings permeate the learning and socialization processes at school, mediating the production of knowledge and the construction of socio-emotional skills. In order to achieve the proposed objectives, issues related to emotions in the teaching-learning process and in everyday school life were analyzed, based on Karl Marx’s historical-dialectical materialism (1967), Henri Wallon’s psychogenetic theory (2007), and Lev Vygotsky’s historical-cultural theory (2004). The research adopted a qualitativequantitative approach, based on the principles of participatory research (Tripp, 2005a; Thiollent, 2011), and was developed in four main stages: I) diagnostic phase, with the application of questionnaires and semi-structured interviews with teachers, technicians, and students, to map perceptions about the importance of emotions in learning; II) construction of the educational product, through bibliographical study and collection of oral reports from teachers and students, via interviews and conversation circles, resulting in the creation of a training video on the influence of emotions in the daily life of Integrated High School; III) implementation of the action, with the socialization of the video with teachers and staff on campus, encouraging reflection on the emotional dimension of pedagogical practice; and IV) evaluation phase, with the application of a post-action questionnaire to measure the impact of the training video and the degree of awareness of teachers and staff regarding the importance of emotions in learning. The research field was a campus of the Federal Institute of Alagoas, with the participation of teachers from an Integrated High School course, students starting in 2022, in addition to the pedagogical coordination and the institutional psychologist. The data collected revealed that the teaching figure plays a crucial role in the production of feelings and emotions that directly affect the construction of knowledge in the classroom, influencing students' relationships with the content, with the school, with teachers, and with themselves. The analysis demonstrated that the quality of teaching mediation evokes emotional experiences that shape the way in which the school environment influences the cognitive development of students. Although teachers recognize the importance of emotions in the learning process, most reported not having received a systematic approach to the topic during their initial or continuing education. This gap reinforces the need for training and continuing education programs that integrate the emotional dimension as a fundamental part of pedagogical practice, enhancing students’ cognitive and emotional development.ptEducação Profissional e tecnológica. Emoções e sentimentos. Ensinoaprendizagem. Ensino médio integrado. Teoria histórico-cultural.DissertaçãoCIENCIAS HUMANAS::EDUCACAO