<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602024000100252</article-id>
<article-id pub-id-type="doi">10.24065/re.v14i1.2758</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[NEUROCIÊNCIA E METODOLOGIAS ATIVAS: explorando a ciência da aprendizagem e do ensino]]></article-title>
<article-title xml:lang="en"><![CDATA[NEUROSCIENCE AND ACTIVE METHODOLOGIES: exploring the science of learning and teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[NEUROCIENCIA Y METODOLOGÍAS ACTIVAS: explorando la ciencia del aprendizaje y la enseñanza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grossi]]></surname>
<given-names><![CDATA[Márcia Gorett Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lyra]]></surname>
<given-names><![CDATA[Letícia Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Mônica Ferreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Federal de Educação Tecnológica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Fronteira Sul/Campus Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Federal de Educação Tecnológica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602024000100252&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602024000100252&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602024000100252&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo foi investigar o diálogo entre a neurociência e as metodologias ativas. Para tal, foi feita uma pesquisa de abordagem qualitativa e do tipo descritiva. Quanto ao procedimento técnico foi feita uma pesquisa bibliográfica no portal de periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), para identificar como o tema educação, neurociência e metodologias ativas tem sido abordado nos artigos científicos. A busca resultou em 35 artigos. Após a leitura desses, foram criadas 14 categorias referentes aos assuntos tratados. Todos os artigos selecionados sinalizam que entender as contribuições da neurociência para o planejamento didático baseado nas metodologias ativas, em que o aluno seja o centro, é imprescindível. Também, neste presente artigo, apresentam-se exemplos de práticas pedagógicas que usam as metodologias ativas indicando suas interfaces com a neurociência. Esses exemplos desvendam as complexas interações que ocorrem no cérebro do aluno quando a aprendizagem se torna ativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this article was to investigate the dialogue between neuroscience and active methodologies. To this end, a qualitative and descriptive research was carried out. As for the technical procedure, it was opted for bibliographical research carried out on the journals portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), to identify how the topic of education, neuroscience and active methodologies has been approached. The search resulted in 35 articles. After reading these, it was possible to create 14 categories referring to the subjects covered in these articles. All selected articles indicate that understanding the contributions of neuroscience to didactic planning based on active methodologies, in which the student is the center, is essential. This article presents examples of pedagogical practices that use active methodologies, indicating their interfaces with neuroscience. These examples unravel the complex interactions that occur in the student's brain when learning becomes active.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este artículo fue investigar el diálogo entre la neurociencia y las metodologías activas. Para ello se realizó una investigación cualitativa y descriptiva. El procedimiento técnico fue una investigación bibliográfica realizada en el portal de revistas de la Coordinación de Perfeccionamiento del Personal de Educación Superior (CAPES), para identificar cómo se ha abordado el tema de educación, neurociencias y metodologías activas. La búsqueda resultó en 35 artículos. A partir de la lectura de estos artículos fue posible crear 14 categorías relacionadas con los temas tratados. Todos los artículos seleccionados indican que comprender los aportes de la neurociencia a la planificación didáctica basada en metodologías activas, cuando el estudiante es el centro, es fundamental. Este artículo presenta ejemplos de prácticas pedagógicas que utilizan metodologías activas, indicando sus interfaces con la neurociencia. Estos ejemplos revelan las complejas interacciones que ocurren en el cerebro de un estudiante cuando se vuelve activo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Neurociência]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias ativas]]></kwd>
<kwd lng="en"><![CDATA[Neuroscience]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Active methodologies]]></kwd>
<kwd lng="es"><![CDATA[Neurociencia]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Metodologías activas]]></kwd>
</kwd-group>
</article-meta>
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