Resumo

SA, Lourenço de; NARCISO, Ana Lucia do Carmo  e  FUMIA, Herman Fialho. Cognitive Neuroscience and Education: analysis on the prevalence of neuromyths among teachers of Mathematics and other areas of knowledge acting in the SRE of Carangola-MG. Educação. Santa Maria [online]. 2020, vol.45, e36426.  Epub 10-Ago-2023. ISSN 1984-6444.  https://doi.org/10.5902/1984644436426.

Through several investigative methodologies, Cognitive Neuroscience seeks to analyze how mental activities related to cognition are given in brain areas important for Education. Considering that the activities developed in the Central Nervous System influence the learning process, and neuromyths are the main obstacle to establish a dialogue between Neuroscience and Education, the present descriptive-exploratory work was carried out through an approach quantitative and presented results about the prevalence of neuromyths among 66 teachers working in schools belonging to the 5th Regional Superintendence of Education of Carangola - MG. For this, a questionnaire was applied to teachers with assertions regarding basic aspects of the functioning of the Nervous System, mixed with some of the most frequent neuromyths in Education. From this, a comparison could be made between the results obtained by Mathematics teachers and those from other areas, and it was found that, in general, they have little knowledge about the subject, although they show interest.

Palavras-chave : Mathematical Education; Cognition; Neurolearning.

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