NEUROCIÊNCIA E O PROCESSO DE ALFABETIZAÇÃO

Abstract

Neuroscience comes as an aid for teachers in the literacy process, as it is concerned with understanding learning based on behaviors and hospital medical equipment that allow the observation of the brain during its functioning and thus manages to interpret the changes, always aiming at the child's development. This theoretical study aims to discuss how neuroscience helps teachers in teaching and learning during the literacy process from the perspective of memory, attention and social environment. Neuroscience will not provide the teacher with teaching strategies, but will help him to understand how the child learns and develops. In this way, educators will be able to use this knowledge to adapt their teaching methods, considering neural functioning. The brain is the organ responsible for bodily and mental functions, and the supreme brain functions such as reasoning, memorizing and paying attention are important in the literacy process. In this sense, learning and development are associated with mental functions, and neuroscience will show the importance of emotion, affectivity, motivation, attention and influence in the social environment, including the relevance of memory. Literacy is a delicate process that requires a greater commitment from the teacher to his student and, although most teachers are committed, there is a high rate of situations of school failure resulting from deficiencies during the literacy process, a fact that neuroscience confirms. Therefore, we understand that thinking about the child's literacy process has a direct impact on the social constitution and quality of life, on the human development index of society. From this perspective, we believe that neuroscience can help development in the literacy process, with the improvement of the human development index, which is directly related to the country's economic processes. Thus, the present work has a bibliographic and qualitative methodology.