Adicione neurociência, coloque letramento crítico e misture com ludicidade : uma prazerosa proposta de ensino

Abstract

Mass teaching tends to foreground collectivity rather than individuality, putting knowledge and content-oriented education on the same foot. UNESCO, in the International Commission Report on Education for the Twenty-first Century, argues that regular education should encompass 'learning to be' which regards social and learner´s self development along the educational process. Aligned with this perspective, and also with the theoretical and methodological underpinnings of critical literacy studies as well as of Neuroscience studies, this study aims at presenting an overview of an ongoing teaching proposal which is based upon Neuroscience studies (ARMSTROG, 2001; RELVAS, 2011; WOOLFOLK, 2000), critical literacy studies (DUBOC 2014; JORDÃO 2013) and playfulness (DUBOC 2014; JORDÃO 2013). To this end, it was carried out a piece of action research within the PROBEX English-Spanish subproject aimed at 6th grade students, which ended up in the target didactic proposal. The results highlight that the intertwining of neuroscience, critical literacy studies and playfullness takes into account cognitive, social and personal aspects of the student, dealing not only with content acquisition, but allowing the learner to get to know himself, the other and the world in a participatory, inclusive and pleasurable way.