Reflexão acerca das neurociências para a aprendizagem
This article aims to identify feasibility in neuroscience studies for the literacy process in bibliographic sources, seeking to point out the need to expand basic knowledge for human training and address the importance of neuroscience studies for the literacy process. Methodologically, it takes a qu...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/44512 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | This article aims to identify feasibility in neuroscience studies for the literacy process in bibliographic sources, seeking to point out the need to expand basic knowledge for human training and address the importance of neuroscience studies for the literacy process. Methodologically, it takes a qualitative approach, with a search of bibliographic sources, which, based on the context found in Brazilian illiteracy, permeates the discoveries of neuroscientific studies over the last few years. Bringing authors such as Dehaene (2012); Cosenza and Guerra (2011); Rossa and Rossa (2011), Naschold (et al, 2015), Pegado (et al, 2015) who researched the influences of the literacy environment on learning, emotions, motivation, memory, sleep, the neuronal recycling hypothesis , as well as the ideas of Ferreiro and Teberosky (1999) on brain maturation in children undergoing literacy. Therefore, we conclude that the contributions of neurosciences explain many problems that have not been solved before, being of paramount importance its dissemination and study among students of teacher training courses and among literacy teachers who are in literacy classrooms . Therefore, this study, in addition to serving as a source of learning for its author, intends, even if in a modest and punctual way, to serve to trigger discussion at the interface between neuroscience and education. |
|---|