Interface entre neurociência e o ensino-aprendizagem em leituras digitais

Abstract

Reading processes in the digital environment require other cognitive inputs compared to analogue ones. Therefore, and thinking about the Youth and Adult Education (EJA) audience, whose reading improvement process took place, in large part, through analogue reading, it is important to understand how neuroscience studies can contribute to the process. teaching-learning process of reading in digital environments. by students of Youth and Adult Education. In order to answer this problem, this research seeks, as a general objective, to investigate how neuroscience can contribute to the teaching-learning process through digital reading. Inserted in a bibliographical research, the way to reach this objective was outlined as follows: a) reflect on the contributions of neuroscience to the teaching-learning process that involve digital readings; b) contextualize Young Adult Education and its relationship with digital reading practices; c) propose a pedagogical practice of digital readings with a focus on neuroscience. The authors Cosenza and Guerra (2011), Cordeiro and Farias (2015), Silva (2016), Wolf (2019), among others were used for theoretical anchoring. As a result, it was noticed that the contributions of neuroscience are favorable to the teaching-learning process in digital reading, because by knowing the areas of our brain that are activated during reading, it is possible that the teacher can plan his classes using strategies that enhance the activation of areas of our brain that are important in the dynamics of readings in digital environments of EJA so that, in this way, students of this type of education can learn more and better, in addition to enhancing the application of this new knowledge in other situations of their daily.