As constribuições das neurociências para a educação, formação de professores e práticas pedagógicas.

Abstract

The importance of reflecting on neuroscientific knowledge in the educational context, especially in teacher training, arose from the observation that traditional pedagogical practices are no longer sufficient nowadays, which has increasingly aroused the interest of contemporary scholars, regarding the possibility of contributing to the improvement of educational actions for teachers who work in the initial years of Elementary School. To this end, a bibliographical survey was carried out on the object of study, and then field research was carried out, using a qualitative approach, by observing the pedagogical practices of educators, carrying out a workshop related to the topic in question and a semi-structured interview with 3 (three) educators from schools belonging to the municipal education network in the city of São João do Rio do Peixe – PB. In deepening theoretical studies on Neuroscience and Education, the research had contributions from authors such as: Relvas (2018, 2023); Firmino and Braz (2020); Silva (2012, 2020); Sousa (2017); Almeida (2015); Oliveira (2014); Cosenza and Guerra (2011), among others, who contributed to this research. The results demonstrated that for there to be meaningful learning, the class has to be enjoyable, well designed and organized with the aim of stimulating the learner's brain, as cognitive stimulation in the correct way can contribute to enhancing the students' intelligence. It was also possible to observe the importance of offering subjects related to neurosciences in initial teacher training, since the sciences that study the human brain contribute significantly to the emergence of new theories on teacher training, enabling improvements in the construction and understanding of learning. It is also worth highlighting the need to develop more effective teaching practices that enhance student learning, as a commitment from all those responsible for education, considering that the interactions that students carry out depend on the development of their biological, psychological, emotional and social capabilities.