MOVEMENT AND TECHNIQUE: the phenomenon of learning from the relationship between neural plasticity and culture

Abstract

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.