<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932025000100501</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v30a2025e15125</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entrelaçamento das neurociências na formação de professores(as): uma revisão sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Interweaving of neurosciences in teacher education: systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Sandrielle Cardoso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lindemann]]></surname>
<given-names><![CDATA[Renata Hernandez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Pampa Programa de Pós-Graduação em Ensino ]]></institution>
<addr-line><![CDATA[Bagé RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932025000100501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932025000100501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932025000100501&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo objetiva compreender o entrelaçamento das neurociências na formação de professores por meio de uma revisão sistemática de pesquisas publicadas entre 2015 a maio de 2024. A investigação foi conduzida nas bases Educational Resources Information Center e Biblioteca Digital Brasileira de Teses e Dissertações, considerando estudos brasileiros com aplicação prática. Foram selecionados 13 trabalhos, organizados em três categorias: neurociências e inclusão na educação, neurociências e uma formação crítica e reflexiva, e neurociências aplicadas à prática docente. A análise revelou que a incorporação das neurociências à formação de professores contribui para o desenvolvimento de práticas pedagógicas inclusivas, a promoção de um ensino reflexivo e crítico e a aplicação de estratégias alinhadas ao funcionamento cerebral. Entretanto, desafios persistem, como a presença de concepções equivocadas sobre neurociências na formação inicial, dificuldades na transposição da teoria para a prática e a necessidade de programas de formação continuada que articulem conhecimentos neurocientíficos, mediação pedagógica e desenvolvimento profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to understand the interweaving of neuroscience in teacher education through a systematic review of research published between 2015 and May 2024. The investigation was conducted in the Educational Resources Information Center database and the Brazilian Digital Library of Theses and Dissertations, considering Brazilian studies with practical application. A total of 13 studies were selected and categorized into three themes: neuroscience and inclusion in education, neuroscience and a critical and reflective education, and neuroscience applied to teaching practice. The analysis revealed that incorporating neuroscience into teacher education contributes to the development of inclusive pedagogical practices, the promotion of reflective and critical teaching, and the application of strategies aligned with brain functioning. However, challenges persist, such as the presence of misconceptions about neuroscience in initial training, difficulties in translating theory into practice, and the need for structured continuing education programs that integrate neuroscientific knowledge, pedagogical mediation, and professional development.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento cognitivo]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa]]></kwd>
<kwd lng="en"><![CDATA[Cognitive development]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
<kwd lng="en"><![CDATA[Research]]></kwd>
</kwd-group>
</article-meta>
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