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A promoção da memória e da plasticidade cerebral no ensino de inglês no 1º Ciclo do Ensino Básico
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| 110.56 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este relatório examina a relação entre a memória, a plasticidade cerebral e o processo de
aprendizagem de inglês como língua estrangeira no contexto do primeiro ciclo do ensino básico. O
estudo investiga de que forma os diferentes tipos de memória, como a de curto e longo prazo,
influenciam a aquisição linguística, bem como o impacto da plasticidade cerebral no
desenvolvimento cognitivo ao longo desse processo. A componente empírica deste estudo é
fundamentada com observações em contexto de sala de aula, testes de memória e entrevistas
realizadas com alunos e professores durante o período de estágio, de outubro de 2024 a janeiro de
2025, abrangendo quatro turmas. Embora os resultados ofereçam dados relevantes, é importante
destacar algumas limitações do estudo, como o tamanho da amostra e a duração relativamente curta do
estágio, o que pode ter influenciado a profundidade das conclusões. Os resultados sugerem que
memória e plasticidade cerebral estão interligadas, sendo que estratégias de ensino adequadas
potenciam ambos os processos e favorecem a retenção linguística. O estudo realça a relevância de
abordagens pedagógicas multimodais que envolvam diferentes tipos de memória, promovendo a
neuroplasticidade e otimizando os resultados da aprendizagem. Além disso, os resultados
contribuem para a compreensão de como as práticas pedagógicas podem apoiar a consolidação da
memória e estimular o desenvolvimento cognitivo, fornecendo dados valiosos para o
aperfeiçoamento das metodologias de ensino de línguas a crianças.
This report examines the relationship between memory, brain plasticity, and the process of learning English as a foreign language in the context of primary education. The study investigates how different types of memory, such as short-term and long-term memory, influence language acquisition, as well as the impact of brain plasticity on cognitive development throughout this process. The empirical component of this study is based on classroom observations, memory tests, and interviews conducted with students and teachers during the internship period, from 0ctober 2024 to January 2025, covering four classes. Although the results provide valuable insights, it is important to highlight some limitations of the study, such as the sample size and the relatively short duration of the internship, which may have influenced the depth of the conclusions. The results suggest that memory and brain plasticity are interconnected, with appropriate teaching strategies enhancing both processes and promoting linguistic retention. The study emphasises the relevance of multimodal pedagogical approaches that involve different types of memory, fostering neuroplasticity and optimising learning outcomes. Furthermore, the results contribute to the understanding of how teaching practices can support memory consolidation and stimulate cognitive development, providing valuable data for the improvement of language teaching methodologies for children.
This report examines the relationship between memory, brain plasticity, and the process of learning English as a foreign language in the context of primary education. The study investigates how different types of memory, such as short-term and long-term memory, influence language acquisition, as well as the impact of brain plasticity on cognitive development throughout this process. The empirical component of this study is based on classroom observations, memory tests, and interviews conducted with students and teachers during the internship period, from 0ctober 2024 to January 2025, covering four classes. Although the results provide valuable insights, it is important to highlight some limitations of the study, such as the sample size and the relatively short duration of the internship, which may have influenced the depth of the conclusions. The results suggest that memory and brain plasticity are interconnected, with appropriate teaching strategies enhancing both processes and promoting linguistic retention. The study emphasises the relevance of multimodal pedagogical approaches that involve different types of memory, fostering neuroplasticity and optimising learning outcomes. Furthermore, the results contribute to the understanding of how teaching practices can support memory consolidation and stimulate cognitive development, providing valuable data for the improvement of language teaching methodologies for children.
Description
Keywords
Memória Plasticidade cerebral Aprendizagem Inglês Ensino básico Memory Brain plasticity Learning English Primary education
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence