COGNITION AND AFFECT IN MEANING-MAKING FOR LEARNING AND BELONGING IN SPECIALIZED EDUCATIONAL SERVICES

Abstract

This article discusses the relationship between cognition, affectivity, and belonging in Specialized Educational Support (AEE) through a theoretical reflection inspired by pedagogical activities carried out in 2026 at EMEB Professora Sebastiana Rodrigues de Souza, in Rondonópolis, Mato Grosso, Brazil. As part of the Pertencer Project and the Setembro Verde activities, families were invited to participate in a lesson organized into stations involving reading, dialogue, artistic expression, the development of belonging, and the continuation of the experience at home. The objective is to reflect on the potential of practices that bring families, schools, and AEE together to foster affective, concrete, and accessible learning experiences. The methodology combines bibliographic discussion with narrative-oriented writing focused on the teacher’s choices, without analyzing individual data from students or family members. The discussion draws on the principles of inclusive education, Universal Design for Learning, the removal of barriers, and the inseparability of affectivity and cognition. The reflection highlights the pedagogical relevance of listening, welcoming, and recognizing different ways of communicating, learning, and expressing oneself in the development of belonging. It concludes that partnerships between families, schools, and AEE can strengthen bonds and expand opportunities for students to participate in the school community.