Estratégias pedagógicas baseadas na neuroplasticidade: contribuições para o processo de alfabetização da criança

Abstract

This dissertation, part of the Graduate Program in Education (PPGED) at Universidade Tuiuti do Paraná (UTP), is part of the Pedagogical Practices: Articulating Elements research line and is part of the Language, Literacy, and Literacies Study and Research Group (GEPLAL). Its objective is to study pedagogical strategies based on neuroplasticity in the literacy process of children in the early years of elementary school. Its research question is: how can pedagogical strategies based on neuroplasticity contribute to the development of reading skills in the literacy process? The general objective is to analyze pedagogical strategies anchored in neuroplasticity and their application in the literacy of children in the early years of basic education. The specific objectives are: to present the main discussions on neuroplasticity and its relationship with the literacy process; to identify pedagogical strategies that consider the principles of neuroplasticity applied to literacy; and to synthesize the contributions of these strategies to the development of reading skills. This is bibliographic research, with a qualitative approach and interpretative analysis, as proposed by Severino (2017). The theoretical framework is based on the contributions of Dehaene (2012), Cosenza and Guerra (2011), Solé (1998), and Franco (2015), which allow the articulation of the fields of neuroscience and education. The results of this dissertation indicate that pedagogical strategies based on the principles of neuroplasticity, which combine knowledge from neuroscience and education, have the potential to strengthen the literacy process by promoting practices that are more sensitive to children's unique characteristics. These strategies more effectively promote the development of reading skills, contributing to integrated learning that connects theory and practice in a coordinated manner.