Projeto Pedagogia Social, neurociência e leitura: a mediação docente em foco.

Abstract

Andthis research focuses on teacher mediation in the social pedagogy, neuroscience and reading project. The general objective was to analyze the role of pedagogical mediation in the formation of reading practice. In this research, it was questioned: what is the role of teacher mediation to motivate the student in the reading process? As for the methodological path, it is a basic research, with an exploratory character and an autobiographical narrative approach. The research is composed of two stages, namely- a personal report experienced in the extension project and the field research carried out with the project participants. This is a qualitative study, carried out with 05 adolescents between 12 and 15 years old. The instruments used to produce data were a field diary with a record of the observations and a structured interview, which was applied to the participants. Results: From the theoretical study it was identified that the practice of reading permanently modifies the brain. Neuroscience proves that the brain of a person with a reading habit is constantly enhanced with new information, because the act of reading alters the anatomical structure of brain cells and areas responsible for the development of learning, enabling the subject for various cognitive functions. Regarding the reflection on the teacher's mediation, it was possible to identify that the external stimuli intentionally offered by the extension worker arouse the internal stimuli, enhancing their skills, especially with regard to the practice of reading.