THE IMPLICATIONS OF CURSIVE HANDWRITING IN THE TEACHING-LEARNING PROCESS: to teach or not to teach?

Abstract

This article presents a linguistic analysis of the implications of cursive writing in the contemporary teaching-learning process. It is based on the bibliographic research method and on the works and studies of renowned linguists and researchers in the field of education. Its niche is handwriting, specifically in cursive form, which has been the subject of discussion in several fields of knowledge, including applied linguistics and cognitive neuroscience. Authors such as Roxane Rojo (2009) and (2012), Ângela Kleiman (2007), Renato Barrucho (2015), Camini (2010) and (2013) and Magda Soares (2001) and (2004), together with the guidelines of the National Common Curricular Base (BNCC) contributed to the teachings in the construction of linguistic competence and the autonomy of the writer. Furthermore, studies such as Barrucho's A Mão Ativa o Cérebro reinforce the connection between handwriting and neural activation, demonstrating that the continuous strokes of cursive writing contribute to memory, motor coordination and cognitive development. A priori, the research indicates that cursive writing is not just a graphic element, but an essential instrument for meaningful learning, promoting engagement in reading and text production. The results of this analysis, which will be discussed, point to the need for pedagogical practices that value handwriting in teaching, considering its linguistic, cognitive and social impacts on student development.