O uso da imagem na mobilização das funções cognitivas envolvidas na aprendizagem dos produtos notáveis

Abstract

This thesis work proposes to analyze how the use of the image can mobilize essential cognitive functions for the learning of notable products. Thus, in order to achieve the desired purpose at the end of this research, we sought to answer the following problem: how can the use of images promote the mobilization of cognitive functions involved in the learning of notable products? To subsidize the theoretical basis, it was based on the conceptions of Gestalt Theory and the researchers who joined for its creation: the studies of perception, sensation, attention; principles and theory of form, states of consciousness and the movement of introspection addressed by Wundt, Vigotsky's Socioconstructivism and higher psychological functions, in addition to Cognitive Psychology. The research has a qualitative approach, because it allowed interaction and considered the subjectivity of the subjects (the students were free to use the materials they found necessary in solving the activities, the interaction or not with colleagues depended on the interest of each one, as well as the time needed to complete the activity was considered according to the student's need). To carry out the fieldwork, a 9th grade elementary school class was chosen, from a public school, chosen based on predefined criteria, whose mention was highlighted in a specific chapter. The students' speeches were recorded, transcribed and analyzed through the Focus Group, considering the cognitive functions, from the conceptions brought by Vigotsky. The data treatment and discussions occurred through descriptive analysis, based on the subcategories of cognitive processes (attention, memory. Sensation, language and perception) with the aid of the Iramuteq Software. The results found showed that in the didactic sequence the use of images provided the learning of notable products, helping in the mobilization of higher psychological functions, so that other teachers use in their classes, in addition to other professionals, such as psychologists, and recruiters of selection processes, among others. It was concluded that the aforementioned higher psychological functions were mobilized during the didactic sequence developed with the class, and this was ratified through the students' speeches.