A contribuição da neurociência cognitiva na alfabetização: possibilidades e limites

Abstract

In view of the multifaceted nature of literacy and the significant brain changes that occur during this process, Cognitive Neuroscience presents itself as a tool capable of contributing to a better understanding of the cognitive processes carried out by the human brain that enable learning. It allows not only the evaluation of how the alphabetic writing system develops, but also the identification of which stimuli enhance and strengthen this process, as well as those that improve individual cognition. From a dialectical perspective, this article is characterized as a bibliographic study, that is, theoretical in nature, drawing on the contributions of Piaget, Wallon, and Vygotsky, as well as the studies of Magda Soares, Grando, Guerra, and Cosenza. Its aim is to analyze the possible contributions of Cognitive Neuroscience to the literacy process of children in the public education system, seeking to prioritize the learning elements emphasized as fundamental and their relationship with the basic skills of this system.