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Esta revisão bibliográfica foi conduzida utilizando uma metodologia sistemática para investigar o papel dos princípios neuropedagógicos no aprimoramento da aquisição de uma segunda língua em alunos do ensino fundamental, bem como as características cognitivas e emocionais das abordagens neuropedagógicas no desenvolvimento da primeira infância e nas percepções dos professores. Por meio do uso de palavras-chave, operadores booleanos e critérios de exclusão, um total de 17 artigos científicos foram selecionados para análise. Quatro estratégias neuropedagógicas foram identificadas para incentivar as crianças a aprender inglês como língua estrangeira: aprendizagem multissensorial, recursos tecnológicos e multimídia, Resposta Física Total (TPR) e Aprendizagem Baseada em Projetos (PBL). Concluiu-se que as estratégias neuropedagógicas incentivam os alunos a aprender inglês, promovendo a participação ativa em sala de aula e tornando a aquisição de vocabulário agradável. As estratégias neuropedagógicas também foram eficazes na promoção da plasticidade cerebral e da adaptabilidade na aquisição de novos conhecimentos.
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