Considerações sobre o ensino da língua: as relações das funções executivas com a leitura do ensino fundamental

Abstract

Nowadays there are significant theories in the field of language teaching, from studies in the field of linguistics, education, psychology and neuroscience. Although, in the field of practice, progress is still insufficient, such that the demands are based on the structuralist perspectives of teaching in most schools, where one forgets to take into account the student's cognitive performance and reading abilities. In this aspect, the present work was elaborated from the point of view of reflection, to analyze the teaching practices of the Portuguese language in the public school, and the direction taken, part of a simple approach on evaluative literacy, aided by research involving continuous studies to That the school environment becomes efficient, attending to all educational demands, with an observant eye. Thus, content choices are based on linguistics, psychology and neuroscience research (interfaces of executive functions) according to the model suggested by Diamond and on research that includes the thinking of the learning psychology of Telma Pantano and Zorzi. Likewise, it assumes that "language is realized in the use of social practices" (Igedore Koch, 2007), in which individuals take language from their cognitions (text/reading/sense) and external experiences, theoretical question also highlighted by Vygotsky (1942), stating that language is transformed into self-knowledge through action on them, that is, it becomes important that the individual can expand his ability to use the language and acquire others that he does not possess , In linguistically significant situations, and for this learning has to be a fact. In order to evaluate the executive functions, the following tests were used: Trail Tests, Attention Cancellation Test (Seabra & Dias, 2010) and Digits (Natale, et al, 2008 apud Dias, 2016); (Seabra and Capovilla, 2010), as well as the Writing Test under Dictation (reduced version) - (Seabra et al., 2013). These activities were carried out with children of the 5th grade of the UFPB Elementary School.