NEUROCIÊNCIA E EDUCAÇÃO: ESTRATÉGIAS PARA O ENSINO DA LEITURA E DA ESCRITA NA EDUCAÇÃO BÁSICA

Abstract

The construction of cognitive skills seen in the light of neuroscience fosters pertinent considerations about the intervention of extrinsic and intrinsic factors relating to the being with regard to this process, in this case in particular, highlighting the processing of reading and writing. In view of this, as we believe that teaching methods in this context should be reexamined, paying equal attention to emotional, cognitive, social and physiological factors, in this research we propose to focus on the contributions of neuroscientific theories to the teaching of reading and writing. In addition, we aim to present biological concepts linked to learning provided by neuroscience; identify conditions that compromise the acquisition of reading and writing competence and indicate suggestions for intervention based on this perspective. Thus, in addition to defining a qualitative and bibliographic strategy as a methodology, we used authors from the field of neuroscience and its application to language as theoretical contributions, such as: Relvas (2009, 2011, 2012, 2020), Guerra (2010, 2011), Dehaene (2012), among others. Therefore, the conclusions indicate that it is necessary to periodically re-evaluate our pedagogical conduct. Furthermore, it is essential that we strive to offer learning conditions of the highest possible quality and that contribute to the formation of the biopsychosocial citizen.