<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAAEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432014000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A neurociência na formação de professores: um estudo da realidade brasileira]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grossi]]></surname>
<given-names><![CDATA[Márcia Gorett Ribeiro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Aline Moraes]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Couto]]></surname>
<given-names><![CDATA[Pablo Alves]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,CEFET  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>23</volume>
<numero>41</numero>
<fpage>27</fpage>
<lpage>40</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432014000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432014000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432014000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Conhecer o funcionamento, potencialidades e limitações do sistema nervoso possibilitam atender as demandas do educador frente às dificuldades de aprendizagem, levando a uma contribuição positiva na prática pedagógica. Por isso a importância de perceber os fundamentos sobre neurobiologia cognitiva, necessários no processo ensino e aprendizagem. Nesta perspectiva, o objetivo desta pesquisa foi verificar se os cursos de Pedagogia e dos Programas Especiais de Formação Pedagógica de docentes no Brasil têm incorporado em suas propostas pedagógicas os conhecimentos sobre a neurociência. Assim, foram realizadas análises nas matrizes curriculares desses cursos. Complementando o estudo, foi feita uma consulta ao banco de Teses e Dissertações da Capes, para identificar as publicações nacionais acadêmicas sobre essa temática. Os resultados permitem afirmar que a neurociência cognitiva na área educacional ainda não é uma realidade, haja vista a falta de disciplinas relacionadas com a neurociência na maioria das matrizes curriculares dos cursos pesquisados. Os dados, portanto, indicam a necessidade de uma revisão nos currículos dos profissionais da Educação. Analisando a produção nacional sobre a neurociência na educação, percebe-se que a pesquisa sobre este tema encontra-se tímida, embora exista um interesse cada vez maior nos últimos dez anos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Understanding the nervous system function, its capabilities and limitations may help educators to solve their demands through new ways of viewing their pedagogical practice when facing learning difficulties. This is why it is important to understand the fundamentals of cognitive neurobiology required for teaching and learning processes. In this perspective, the objective of this study was to check whether Pedagogy courses and Special Programs for teacher training in Brazil have incorporated into their pedagogical practice the knowledge of neuroscience. Thus the curricular schedules of these courses were analyzed. In order to complement this study, thesis and dissertations from Capes were also analyzed in an attempt to identify national academic publication on this topic. The results indicate that cognitive neuroscience in education is not yet a reality, given the lack of disciplines related to neuroscience in most curricular courses analyzed. Thereby, it is necessary a revision of the curricula of teacher training courses. When we analyze the national studies on neuroscience and its application in education, it is clear that there are few researches on this topic, although there is a growing interest on it in the last ten years.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Neurociência]]></kwd>
<kwd lng="pt"><![CDATA[Processo Ensino e Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Publicações Nacionais]]></kwd>
<kwd lng="pt"><![CDATA[Curso de Pedagogia]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="en"><![CDATA[Neuroscience]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning Processes]]></kwd>
<kwd lng="en"><![CDATA[National Publications]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy Courses]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  neuroci&ecirc;ncia na forma&ccedil;&atilde;o de professores: um estudo da realidade brasileira.</h2> <h3>Neuroscience findings and teacher training: a study of  Brazilian reality.</h3>     <p>&nbsp;</p> <h4>M&aacute;rcia  Gorett Ribeiro Grossi, Aline Moraes Lopes, Pablo Alves Couto    <br> </h4> </font>      ]]></body><back>
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</article>
