Neurociência aplicada ao processo de alfabetização.

Abstract

The present work focused on the issue of dialogue between Neuroscience and Education. Its general objective was to analyze how the scientific discoveries arising from Neuroscience can contribute to improve the school learning of children who are in the literacy process. The specific objectives are: to understand how internal stimuli, triggered by a motivational process, can influence or not the children's learning process; understand how external stimuli provided by teacher mediation can enhance the learning process in literacy; reflect on how emotions may or may not contribute to school learning. Methodological aspects: the research carried out was an action-research type, with a qualitative approach. Developed in a 2nd year class, in a municipal school, in the city of Santa Helena-PB. A field diary was used to produce the data. The following were considered: the students' orality and written texts from September 23 to December 15, 2021. Due to the remote teaching regime of schools, it was not possible to do it in person, so the investigation was carried out through virtual environments. The activities being applied through Google Meet and WhatsApp platforms. Data were also obtained through photographs and a field diary recording the activities carried out during the research. Results: Information from Neuroscience is relevant in the teaching process and, above all, so that students can learn better. It should also be considered that the child's motivation and the mediation provided by the educator are fundamental requirements for the literacy process to be satisfactorily achieved. And all this contributes to the integral development of students.