Leitura e escrita: contribuições entre emoção e inteligência

Abstract

This article analyzes reading and writing as processes integrated with the cognitive, emotional, and social dimensions of human development. Through a narrative literature review, contributions from studies in the fields of psychology, neuroscience, linguistics, and education were examined, highlighting that learning to read and write goes beyond the technical mastery of language. Its goal is to analyze, in light of the specialized literature, how reading and writing are configured as processes integrated with the emotional, cognitive, and social dimensions of human development. The reflection of this study shows that emotion plays a central role, structuring memory, modulating attention, and guiding cognition, while emotional intelligence allows the individual to manage their affective states in the face of learning challenges. Reading is understood as a socio-cognitive practice, which requires complex mental skills and meaningful social interactions, and writing involves cognitive processes, linguistic skills, and cultural participation, mediated by the teacher and the school context. It is concluded that pedagogical methodologies should integrate emotion, cognition, and social interactions into the teaching of reading and writing, promoting meaningful learning experiences and building full literacy skills.