This article addresses the issue of the impacts of communication on learning processes. Its scientific relevance lies in the fact that research in this field requires further development and innovation, which is what this text presents. Its social relevance lies in offering the general public a possibility of communicating with the school, with education and with the student's training. This is a bibliographical research, based on classical authors, and which aims to understand how this process can be enhanced using the resources available in the classroom. It is an extremely relevant subject and its understanding allows, through the use of active methodologies, to make learning to read and write more dynamic. The communication process is not limited to the sender and receiver of a message; it is more complex and has several other elements, so that there is coherence in all stages. For example, the speaker is the sender, the receiver is the receiver, the idea expressed is the message (code), and there is also the channel. Because it is multifaceted and eclectic, language cannot be confined to rules, creating canonical patterns of communication and expression, as is the case with language and speech, since this includes gestures, body and facial expressions, and opinions expressed through both the verb (word) and drawings, sounds, signs, lights, and even undefined forms, such as abstract paintings. However, for there to be communication and interaction between people in a community, there must be what is called a convention, that is, everyone must know the meaning of the type of verbal and nonverbal language used.
Maria Vitória Ramos Santana Silva (Fri,) studied this question.