Neurociência e educação: contribuição ao aprimoramento da prática educativa.

Abstract

This research focuses on the theme of Neuroscience and Education. The general objective is to investigate the relevance of neuroscientific findings as a contribution to educational practice in the initial years of Elementary School. The specific objectives are: to reflect on school practice mediated by neuroscientific principles; secondly, to identify contributions in daily school life resulting from educational practices guided by neuroscientific fundamentals, and thirdly, to map activities and dynamics consistent with the foundations of neuroscience. This research is justified because contemporary neuroscience offers scientifically based information that can contribute significantly to advancements in the field of education. Regarding the methodological approach, it is a basic natured field research with an exploratory character and a qualitative approach. The research site was a 2nd-grade classroom in the initial years of Elementary School, at a municipal school in the city of Barro, in the state of Ceará, Brazil. The participants were 17 students aged between 7 and 8 years old. Data collection instruments included participant observation and a field diary. The main references to support the theme were: Costa (2021); Cosenza and Guerra (2011); Cunha (2011); Richter (2018); Sousa, Salgado (2015), and I also attended two lectures on the subject. Regarding the results of the work, it was concluded that pedagogical practices designed based on neuroscientific findings contributed to the development of students' learning, improving their academic performance positively and rapidly. This was evident in the way they responded to each activity, demonstrating mastery of the covered content. The completion of this study enabled an understanding of how pedagogical practice can occur with referenced social quality. By motivating and positively stimulating the child, their response is immediate. It is noticeable that there is joy in being in the school environment by choice, leading us to infer that there was an improvement in the relationship with knowledge and also with the school environment. The way the activities were developed managed to attract greater attention from the children, something that can be considered very important.