NEUROSCIENCE AND LATE LITERACY: NEW INSIGHTS FOR PEDAGOGICAL PRACTICES

Abstract

This research investigated the intersection between neuroscience and late literacy, focusing on how neuroscientific advances can inform and enhance pedagogical practices in this context. The central problem analyzed was how neuroscience knowledge can be applied to improve literacy processes in young people and adults. The general objective was to examine the contributions of neuroscience to the development of effective strategies for late literacy, considering the neurological specificities of this audience. The methodology used was a systematic literature review, with a qualitative approach, analyzing recent publications in cognitive neuroscience, youth and adult education and literacy methodologies. The results indicated that the understanding of the neural mechanisms involved in the learning of reading and writing in adults can support more efficient pedagogical practices. Insights on neural plasticity, phonological processing, and specific memory strategies for late learners were highlighted. The research evidenced the importance of multisensory and contextualized approaches, considering the previous experiences of the students. The final considerations pointed to the need for greater integration between neuroscience and education in the training of literacy teachers, as well as the development of methodologies adapted to the neurocognitive particularities of young people and adults in the literacy process. Longitudinal studies were recommended to assess the long-term effectiveness of neuroscience-based interventions on late literacy.