Resumo

SANTOS, Jorge Alejandro  e  HERMIDA, Maria Julia. Freirean pedagogy and educational neurosciences: a possible dialogue. R. Bras. Est. Pedag. [online]. 2022, vol.103, n.263, pp.181-200. ISSN 2176-6681.  https://doi.org/10.24109/2176-6681.rbep.103i263.4922.

This paper aims to explore the possibility of establishing a disciplinary dialogue between education approaches seemingly distant and seldom connected: Paulo Freire's pedagogy and educational neuroscience. It is proposed a theoretical framework that differentiates types and levels of analysis of the educational phenomenon, looking for similarities and/or parallelisms between perspectives. An attempt is made to establish a constructive perspective that seeks for synergies without ignoring differences and that allows us to lay off disciplinary strongholds in pursuit of a broader and, possibly, more useful vision to address some current challenges in the educational field. In particular, possible convergences are explored around the following topics: ‘generative word’ technique and emotional modulation of the attentional focus; meaningful learning and memory consolidation; effects of poverty and social oppression, reversibility and relationships with the notion of plasticity of the nervous system.

Palavras-chave : neuroeducation; interdisciplinarity; pedagogical policy..

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