Abstract

GROSSI, Márcia Gorett Ribeiro; OLIVEIRA, Eliane Silvestre  and  FONSECA, Renata Gadoni Porto. Curriculum, neuroscience and the teacher training. e-Curriculum [online]. 2024, vol.22, e59967.  Epub Jan 31, 2025. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2024v22e59967.

The aim of this article was to repeat the research Neuroscience in teacher education: a study of the Brazilian reality (developed by Grossi et al. in 2013 and published in 2014) and Neuroscience in initial teacher education: a scientific investigation (developed by Grossi et al. al. in 2018 and published in 2019) to see what has changed since then. To this end, a qualitative research was carried out in 2022, with a descriptive approach. As for the technical procedure, a documentary research was carried out. Therefore, this present research indicate that in Brazil the presence of neuroscience knowledge in teacher training courses is still small. Therefore, the reality perceived nine years ago is the same. Thus, it reinforces the need to change the curricular matrices of these courses, introducing disciplines about neuroscience, for teachers to understand how the brain works.

Keywords : neuroscience; pedagogy courses; teaching courses; teaching and learning processes; curriculum.

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