Feeling and emotion are parts of an ongoing process that involves body and mind, with the former being the private, hidden part in the mind, and the latter being the part that manifests externally, in the body, making it visible. Emotions are socially, culturally, and historically constructed; they are not merely biological. Thus, they can become research objects that are measurable and teachable. Theoretically based on Foucault and biopower, we discuss how emotions have been instrumentalized to embed

neoliberal ideology in Brazilian Basic Education to meet labor market demands through socio-emotional skills. In this context, the thesis aims to investigate how emotions and

socio-emotional skills have been addressed in History classes through questionnaires administered to History teachers from different regions of Brazil, and to construct the concept of Emotional Historical Thinking by investigating and analyzing actions taken with basic education students at the Vivo Olho do Tempo Community Museum, as well as the intervention we will conduct with these students, promoting dialogue between History, Memory, and Affective Heritage.