Resumo

GUARESI, Ronei. Repercussões de descobertas neurocientíficas ao ensino da escrita. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2014, vol.23, n.41, pp.51-62. ISSN 0104-7043.

This paper explores some findings of neuroscience considering some implications for education, particularly for the acquisition and learning of writing. The advent of technology has allowed a substantially expansion of the knowledge about the functioning of language in the human brain: how we learn, process, evoke and forget the verbal knowledge. Based on Damasio and Damasio (2004), Dehaene (2012), Scliar-Cabral (2009), Hassin, Uleman and Bargh (2005), Ausubel (1982), Ausubel, Novak e Hanesian (1983), Izquierdo (2002, 2004), and Boujon and Quaireau (2000), we discuss and speculate on some questions: desymmetrization and invariance in literacy; indirect learning, previous knowledge and practice of reading in the school context; brain plasticity and critical period; diversity of stimulation, emotion and level of processing in memory consolidation; attention and learning. It is argued, finally, the importance of taking into consideration the neuroscience findings for the teaching of the mother tongue.

Palavras-chave : Neuroscience; Education; Learning; Writing.

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