As relações entre emoções e memórias no processo de aprendizagem da criança à luz da neurociência

Abstract

The relationships between emotions in the making of the memomry in the learning process is the main focus in from this survey, based mainly in the neuroscience studies. Considering the cartesian dualism wich is still present, the idea of mind and body separeted, reason and emotion as distant and divisive elements. It is necessary to rethink the human conception that culminates in a education and conservative practices that is still reproduce the cartesian thought. Consequently, expand the knowledge in relationship with the teaching and learning through various sources of research with the central focus in the contribuitions of the neuroscience that allows a analyse of the change of educational practice. In light of neuroscience, this study has a purpose goal to ilustrate the possibilities to understand the human being as a whole, realizing a conection betwee the emotions, memory and learning that develops in the children, in this way to enable resources that articulates and feeds each other.Based in the bibliography research contemplating the academics of Damásio (2007), Guerra (2011), Wolfe (2004) and other autors that grounds this study. Beside of the neuroscientists explanations, associated to pedagogical bases that consider the meaning ful learning as essencial elemento to conquest of this intrique.The philosophical approach that is inserted in a pedagogical movement contextualized in values for the social development, as other determinants of the teaching methods wich situates other factors, as the ethnological distancing, wich has a view of cultural plurality, as historical and social dimensions. The psychology constribuitions that consider a phychological development, it stages and process, and the neuroscientists that support all the corresponding elements. Both determinate and estabilish methods through specific caracteristics, in wich they have purpose and impregnated ideologies