Neurociência e linguagem: contribuições para o ensino de leitura.

Abstract

Associating language studies with neuroscience has generated important discoveries in relation to linguistic functioning in the brain, especially with regard to the processes of comprehension and reading teaching. In order to analyze the contributions of neuroscience to the formation of teachers of Letters and reflect on its implications for teaching reading, this article had the theoretical contribution of Neuroscience: Damásio (2004), Dehaene (2012), Salles and Corso (2016); and Language: Kleiman (2001), Kato (2007) and Solé (2014). This is an exploratory descriptive research with a qualitative approach, in which the reading teaching strategies adopted by the collaborating professors in the research were analyzed, compared to the areas and brain activities used during the reading process, reflecting on the need to think in cognition and learning together, in order to make the teaching-learning process of reading more meaningful.