Abstract

GROSSI, Márcia Gorett Ribeiro; LOPES, Aline Moraes  and  COUTO, Pablo Alves. A neurociência na formação de professores: um estudo da realidade brasileira. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2014, vol.23, n.41, pp.27-40. ISSN 0104-7043.

Understanding the nervous system function, its capabilities and limitations may help educators to solve their demands through new ways of viewing their pedagogical practice when facing learning difficulties. This is why it is important to understand the fundamentals of cognitive neurobiology required for teaching and learning processes. In this perspective, the objective of this study was to check whether Pedagogy courses and Special Programs for teacher training in Brazil have incorporated into their pedagogical practice the knowledge of neuroscience. Thus the curricular schedules of these courses were analyzed. In order to complement this study, thesis and dissertations from Capes were also analyzed in an attempt to identify national academic publication on this topic. The results indicate that cognitive neuroscience in education is not yet a reality, given the lack of disciplines related to neuroscience in most curricular courses analyzed. Thereby, it is necessary a revision of the curricula of teacher training courses. When we analyze the national studies on neuroscience and its application in education, it is clear that there are few researches on this topic, although there is a growing interest on it in the last ten years.

Keywords : Pedagogical Practice; Neuroscience; Teaching and Learning Processes; National Publications; Pedagogy Courses.

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