Browsing by Autor "Karla Aparecida Gabriel"

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    PSYCHOLOGY OF LEARNING: HUMAN INTELLIGENCE, EDUCATIONAL THEORIES AND PERSONAL DEVELOPMENT
    (2025) Airle Miranda de Souza; Wanderley Rodrigues Bastos; Samanta Regina Sales Pianta Raviccini; Jéssica Riso; Victor Ricardo Afonso de Souza Souza; Karla Aparecida Gabriel
    This study aims to examine the theoretical foundations of the psychology of learning, with emphasis on the relationship between human intelligence, educational theories, and personal development, in order to understand how these elements interact in the holistic formation of the individual. The investigation followed a [integrative/state-of-the-art/descriptive] literature review design, encompassing both classical and recent works. Data sources included national and international scientific databases, selected for their relevance in the educational field. Specific descriptors were defined, combined with Boolean operators, and inclusion and exclusion criteria were applied to ensure the pertinence and methodological consistency of the studies analyzed. The analysis revealed the coexistence of different learning paradigms — from behaviorism to socio-interactionism — highlighting that the formation of the individual is not limited to cognitive processes but also involves affective, social, and cultural dimensions. The relevance of motivation, self-esteem, resilience, and multiple intelligences emerged as key categories for understanding the diversity of learning styles. The findings demonstrate that learning should be understood as a dynamic and multidimensional process, where the interaction between cognition, emotion, and social context forms the foundation of human development. The study shows that more inclusive educational practices, attentive to students’ uniqueness, expand formative possibilities. It contributes to the scientific field by reinforcing the need to articulate psychological and pedagogical frameworks in educational planning. Such a perspective may support policies and teaching practices aimed at promoting more democratic, welcoming school environments, capable of fostering autonomy and the integral development of learners.