THE IMPORTANCE OF NEUROAFFECTIVITY WHEN GOING BACK TO SCHOOL

• DOI: 10.22533/at.ed.55834023191010

• Palavras-chave: Neuroaffectivity; Learning; Executive Functions; Memory.

• Keywords: Neuroaffectivity; Learning; Executive Functions; Memory.

• Abstract:

  This article was prepared based on the analysis of published literature on how our memory is processed and how brain stimuli using it, in an effective way, it can collaborate with learning. The interview with Professor Adriana Carrijo, published in ``Revista Desassossegos``, endorsed this article. Neuroaffective interventions can help activate memory and support the stimulation of executive functions for individuals to learn. Our article also describes the neuroscience explanation and its neurobiological basis for learning. And, like reading and writing deficits, they can be alleviated, or even overcome, with neuroaffectivity (a process that stores/activates memories based on affectivity). The responsibility for teaching reading and writing lies with the school, all subjects must be involved. And, on the other hand, each of them needs to develop the particularities of reading and writing belonging to the areas of knowledge. It is up to the teacher to promote experiences that contribute to the formation of readers capable of effectively using executive functions. To this end, the film Monstro Inc. (2001) was used as an example, to introduce the concepts, as well as to address the feeling of fear. And, to continue the didactic sequence, we propose reading, writing and artistic creation activities that speak to animation.