Uma abordagem à cópia e ao ditado a exemplo de uma escrita vista como modo de aprendizagem e motor da neuroplasticidade

Abstract

This text seeks to highlight the importance of performing any task, no matter from which economic sector - from primary to quaternary, escaping established routines and using new ways of thinking when faced with the reality at hand. This attitude towards any practice aims to highlight neuroplasticity and the role of its activation and safeguarding in favor of a advisable cognition throughout life. Inspired by Emig (1977, 1983), the author of this text elects writing as a unique verbal process as it identifies with a learning mode and a valuable contribution to neuroplasticity. From this perspective, the multisensory and multicognitive approach of Odisho (2007) and the method of Girolami-Boulinier (1988), characterized by similar objectives, are used to show how copying and dictation can be based on techniques that move senses and cognitive activities, explaining how their combination contributes to an enhancement of learning and a greater intervention of neuroplasticity. The techniques of indirect reading and direct silent (or not) reading serve as a foundation for awareness to writing based on groups of meaning (not on single words) and to copying that moves from direct to deferred. The transition to deferred copying can also be an adjunct to dictation, which functions as a way to control the child's performance when subjected to this writing test. In this way, the senses and various cognitive activities are activated, avoiding less demanding tasks that are not always favorable to the intended results.