MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Poíesis Pedagógica |
Texto Completo: | https://www.revistas.ufg.br/poiesis/article/view/62844 |
Resumo: | Learning is not a simple act, for this reason the study of movement and technique learning from neural plasticity and culture, represents a more complex analysis of the study of how this phenomenon happens. We raised questions such as: what is the influence of culture in learning the technique? How does culture interfere in the process of neural plasticity? What is the relationship of these factors in childhood? A bibliographic survey was made from Neuroscience, Sociology, Anthropology, and Physical Education. We aim to relate the learning of the technique from neural plasticity and the influence of culture in this process. From the theoretical basis on learning via neural plasticity and its relationship with culture in childhood, we guided the discussion by French anthropologist Marcel Mauss. The review is divided into three topics. The first explains learning from neural plasticity. In the second, we relate the act of learning to aspects of culture. In the latter, we take as a basis Marcel Mauss' concept of cultural tradition applied to early childhood education. We consider that in childhood the maturation of the nervous system occurs vehemently, allowing plasticity to be in effervescence. Aspects of culture are determining phenomena, it is at this moment that the child establishes contact with the school, family, religion, media and others. Therefore, the importance of cultural tradition, influencing the transmission of knowledge, especially at this stage, seems to occur through social mimesis. Since it is a feedback process, it occurs in a harmonious and dynamic way, and that makes each learning unique and cultural at the same time. Thus, we conclude that culture is dynamic, and seems to directly influence neural plasticity. Therefore, it is necessary to consider individuals as producers and products of this dynamic, since they are in constant displacement. |
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MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and cultureMOVIMIENTO Y TÉCNICA: el fenómeno de aprender de la relación entre plasticidad neuronal y culturaMOVIMENTO E TÉCNICA: o fenômeno da aprendizagem e sua relação entre plasticidade neural e culturaLearning is not a simple act, for this reason the study of movement and technique learning from neural plasticity and culture, represents a more complex analysis of the study of how this phenomenon happens. We raised questions such as: what is the influence of culture in learning the technique? How does culture interfere in the process of neural plasticity? What is the relationship of these factors in childhood? A bibliographic survey was made from Neuroscience, Sociology, Anthropology, and Physical Education. We aim to relate the learning of the technique from neural plasticity and the influence of culture in this process. From the theoretical basis on learning via neural plasticity and its relationship with culture in childhood, we guided the discussion by French anthropologist Marcel Mauss. The review is divided into three topics. The first explains learning from neural plasticity. In the second, we relate the act of learning to aspects of culture. In the latter, we take as a basis Marcel Mauss' concept of cultural tradition applied to early childhood education. We consider that in childhood the maturation of the nervous system occurs vehemently, allowing plasticity to be in effervescence. Aspects of culture are determining phenomena, it is at this moment that the child establishes contact with the school, family, religion, media and others. Therefore, the importance of cultural tradition, influencing the transmission of knowledge, especially at this stage, seems to occur through social mimesis. Since it is a feedback process, it occurs in a harmonious and dynamic way, and that makes each learning unique and cultural at the same time. Thus, we conclude that culture is dynamic, and seems to directly influence neural plasticity. Therefore, it is necessary to consider individuals as producers and products of this dynamic, since they are in constant displacement.El aprendizaje no es un acto simple, por esta razón, el estudio del movimiento y la técnica de aprendizaje a partir de la plasticidad neuronal y la cultura, representa un análisis más complejo del estudio de cómo ocurre este fenómeno. Planteamos preguntas como: ¿cuál es la influencia de la cultura en el aprendizaje de la técnica? ¿Cómo interfiere la cultura en el proceso de plasticidad neural? ¿Cuál es la relación de estos factores en la infancia? Se realizó una encuesta bibliográfica de Neurociencia, Sociología, Antropología y Educación Física. Nuestro objetivo es relacionar el aprendizaje de la técnica a partir de la plasticidad neuronal y la influencia de la cultura en este proceso. Desde la base teórica sobre el aprendizaje a través de la plasticidad neuronal y su relación con la cultura en la infancia, guiamos la discusión del antropólogo francés Marcel Mauss. La revisión se divide en tres temas. El primero explica el aprendizaje de la plasticidad neuronal. En el segundo, relacionamos el acto de aprender con aspectos de la cultura. En este último, tomamos como base el concepto de tradición cultural de Marcel Mauss aplicado a la educación de la primera infancia. Consideramos que en la infancia la maduración del sistema nervioso se produce con vehemencia, lo que permite que la plasticidad esté en efervescencia. Los aspectos de la cultura son fenómenos determinantes, es en este momento que el niño establece contacto con la escuela, la familia, la religión, los medios y otros. Por lo tanto, la importancia de la tradición cultural, que influye en la transmisión del conocimiento, especialmente en esta etapa, parece ocurrir a través de la mimesis social. Como se trata de un proceso de retroalimentación, se produce de manera armoniosa y dinámica, y eso hace que cada aprendizaje sea único y cultural al mismo tiempo. Por lo tanto, concluimos que la cultura es dinámica y parece influir directamente en la plasticidad neuronal. Por lo tanto, es necesario considerar a los individuos como productores y productos de esta dinámica, ya que están en constante desplazamiento.Aprender não é um ato simples, por esta razão o estudo da aprendizagem do movimento e da técnica a partir da plasticidade neural e da cultura representa uma análise mais complexa do estudo de como acontece esse fenômeno. Levantamos questões como: qual a influência da cultura na aprendizagem da técnica? Como a cultura interfere no processo de plasticidade neural? Qual a relação destes fatores na aprendizagem da técnica durante a infância? Foi feito um levantamento bibliográfico a partir da Neurociência, Sociologia, Antropologia e a Educação Física. Objetivamos relacionar a aprendizagem da técnica a partir da plasticidade neural e a influência da cultura nesse processo. A partir das bases teóricas sobre aprendizagem via plasticidade neural e sua relação com a cultura ainda na infância, balizamos a discussão no antropólogo francês Marcel Mauss. A revisão está dividida em três tópicos: o primeiro explicita a aprendizagem a partir da plasticidade neural; no segundo, relacionamos o ato de aprender aos aspectos da cultura; e, no último, tomamos como base o conceito de tradição cultural de Marcel Mauss aplicado a educação infantil. Consideramos que na infância ocorre com veemência a maturação do sistema nervoso possibilitando que a plasticidade esteja em efervescência. Aspectos da cultura são fenômenos determinantes, é neste momento que a criança estabelece contato com a escola, família, religião, mídia, dentre outros. Por tanto, a importância da tradição cultural, influenciando na transmissão de conhecimento, principalmente nesta fase, parece ocorrer por meio da mimese social. Uma vez que é um processo de retroalimentação, que ocorre de forma harmônica e dinâmica, e que torna cada aprendizagem singular e cultural ao mesmo tempo. Desta forma, concluímos que a cultura é dinâmica e parece influenciar diretamente na plasticidade neural. Sendo, portanto, necessário considerar os indivíduos como produtores e produtos desta dinâmica, uma vez que estão em constante deslocamento.Universidade Federal de Goiás - Regional Catalão2020-07-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.ufg.br/poiesis/article/view/6284410.5216/rppoi.v18.62844Poíesis Pedagógica; v. 18 (2020): Poíesis Pedagógica; 77-902178-44421679-2319reponame:Poíesis Pedagógicainstname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://www.revistas.ufg.br/poiesis/article/view/62844/35120Copyright (c) 2020 Poíesis Pedagógicainfo:eu-repo/semantics/openAccessMACEDO, LIBNI DAVID DE SANTANAPURIFICAÇÃO, THAÍS ALMEIDA SILVA, JÉSSICA SOUZA SANTANA2020-11-10T12:05:30ZRevistahttps://www.revistas.ufg.br/poiesisPUB |
dc.title.none.fl_str_mv |
MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture MOVIMIENTO Y TÉCNICA: el fenómeno de aprender de la relación entre plasticidad neuronal y cultura MOVIMENTO E TÉCNICA: o fenômeno da aprendizagem e sua relação entre plasticidade neural e cultura |
title |
MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture |
spellingShingle |
MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture MACEDO, LIBNI DAVID DE SANTANA |
title_short |
MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture |
title_full |
MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture |
title_fullStr |
MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture |
title_full_unstemmed |
MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture |
title_sort |
MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture |
author |
MACEDO, LIBNI DAVID DE SANTANA |
author_facet |
MACEDO, LIBNI DAVID DE SANTANA PURIFICAÇÃO, THAÍS ALMEIDA SILVA, JÉSSICA SOUZA SANTANA |
author_role |
author |
author2 |
PURIFICAÇÃO, THAÍS ALMEIDA SILVA, JÉSSICA SOUZA SANTANA |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
MACEDO, LIBNI DAVID DE SANTANA PURIFICAÇÃO, THAÍS ALMEIDA SILVA, JÉSSICA SOUZA SANTANA |
description |
Learning is not a simple act, for this reason the study of movement and technique learning from neural plasticity and culture, represents a more complex analysis of the study of how this phenomenon happens. We raised questions such as: what is the influence of culture in learning the technique? How does culture interfere in the process of neural plasticity? What is the relationship of these factors in childhood? A bibliographic survey was made from Neuroscience, Sociology, Anthropology, and Physical Education. We aim to relate the learning of the technique from neural plasticity and the influence of culture in this process. From the theoretical basis on learning via neural plasticity and its relationship with culture in childhood, we guided the discussion by French anthropologist Marcel Mauss. The review is divided into three topics. The first explains learning from neural plasticity. In the second, we relate the act of learning to aspects of culture. In the latter, we take as a basis Marcel Mauss' concept of cultural tradition applied to early childhood education. We consider that in childhood the maturation of the nervous system occurs vehemently, allowing plasticity to be in effervescence. Aspects of culture are determining phenomena, it is at this moment that the child establishes contact with the school, family, religion, media and others. Therefore, the importance of cultural tradition, influencing the transmission of knowledge, especially at this stage, seems to occur through social mimesis. Since it is a feedback process, it occurs in a harmonious and dynamic way, and that makes each learning unique and cultural at the same time. Thus, we conclude that culture is dynamic, and seems to directly influence neural plasticity. Therefore, it is necessary to consider individuals as producers and products of this dynamic, since they are in constant displacement. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.ufg.br/poiesis/article/view/62844 10.5216/rppoi.v18.62844 |
url |
https://www.revistas.ufg.br/poiesis/article/view/62844 |
identifier_str_mv |
10.5216/rppoi.v18.62844 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.ufg.br/poiesis/article/view/62844/35120 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Poíesis Pedagógica info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Poíesis Pedagógica |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás - Regional Catalão |
publisher.none.fl_str_mv |
Universidade Federal de Goiás - Regional Catalão |
dc.source.none.fl_str_mv |
Poíesis Pedagógica; v. 18 (2020): Poíesis Pedagógica; 77-90 2178-4442 1679-2319 reponame:Poíesis Pedagógica instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Poíesis Pedagógica |
collection |
Poíesis Pedagógica |
repository.name.fl_str_mv |
|
repository.mail.fl_str_mv |
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1733086330008633344 |