Contribuições de neurociência no processo de mediação da prática leitora.

Abstract

The present study addresses aspects related to the process of reading training and the contributions of Neuroscience applied to education, above all, how this relationship can improve pedagogical practices, so that it will reflect on the stimuli in favor of motivation for reading. It was also sought to investigate the role of the teacher in the construction of meanings about that activity and how knowledge about the functioning of the brain can collaborate in a significant way, making the work of the educator more efficient. The methodology developed is of a basic nature, with a qualitative approach. Regarding the type of research, a case study was carried out. Results: In the bibliographic survey we emphasize that the practice of reading permanently modifies the brain. Neuroscience proves that the brain of the person with the habit of reading is constantly enhanced with new information, because the act of reading changes the anatomical structure of brain cells and areas responsible for the development of learning, enabling the subject for various cognitive functions. As for empirical research, it was possible to identify that external stimuli offered intentionally, arouse internal stimuli, enhancing their skills, above all, motivation for reading.