TDAH, CIBERESPAÇO E APRENDÊNCIA: UMA RELAÇÃO DE ENCONTROS, AFETIVIDADES, CONHECIMENTO E APRENDÊNCIA

Abstract

The research and discoveries in neuroscience in education, combined with the concept of cyberspace, they represent an evolution in the learning process. The study of neuroscience in education, therefore, constitutes an instigating and challenging process, which enables professionals to have a better understanding of learning disabilities, especially ADHD (ADVERSE LEARNING DISORDERS), enabling them to identify and deal with these cases. Consequently, this paper proposes a study on the contribution of neuro-education, allied to cyberspace, for the students' learning process, as well as on the teachers' participation in this itinerary. The work will contribute to the development of all those involved in this relationship, especially teachers, who, sometimes, don’t know how to deal with children with learning disabilities. It is hoped, in fact, that neuroscience may visit schools, showing the teaching staff new paths for cognitive learning. In conclusion, neuroscience in education introduces previously unknown facts into the learning process, and, through it, we can understand the emotions and unravel the mysteries surrounding cognition, language, and writing, as well as the attentional and behavioral mechanisms of children with learning disabilities and ADHD. In addition, the article highlights that affectivity is linked to the ability that humans must be affected by the senses, by the sensations, and by the understandings, and how effectively the cyberspace, through cognitive applications and social networks, can contribute as a source of information and knowledge regarding the mentioned disorder.