<?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>S2237-94602019000300636</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n3id945</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[APROXIMAÇÕES ENTRE NEUROCIÊNCIAS E EDUCAÇÃO: uma revisão sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[APPROACHES BETWEEN NEUROSCIENCES AND EDUCATION: a systematic review]]></article-title>
<article-title xml:lang="es"><![CDATA[APROXIMACIONES ENTRE NEUROCIENCIAS Y EDUCACIÓN: una revisión sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Hercio da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Tadeu Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lameirão]]></surname>
<given-names><![CDATA[Soraia Valéria de Oliveira Coelho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Do Pará Instituto de Educação Matemática e Científica Faculdade de Educação Matemática e Científica]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará Instituto de Educação Matemática e Científica Faculdade de Educação Matemática e Científica]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pará Instituto de Educação Matemática e Científica Faculdade de Educação Matemática e Científica]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>3</numero>
<fpage>636</fpage>
<lpage>662</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000300636&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000300636&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000300636&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A chamada &#8216;década do cérebro&#8217; se caracterizou pelos avanços nas Ciências Neurológicas e isso despertou nos cientistas, um grande entusiasmo no estudo do funcionamento cerebral. Tanto, que alguns educadores viram a possibilidade de aplicar resultados das Neurociências, diretamente em sala de aula. A partir daí, surge uma profunda discussão no meio científico, sobre a possibilidade e/ou necessidade de aplicação desses resultados diretamente em sala de aula e sobre quem está habilitado a fazer tal aplicação. Dessas discussões, surgiram várias iniciativas de fazer emergir um novo campo de pesquisa, capaz de estudar cientificamente a melhor forma de aproximar as Neurociências da Educação. Neste artigo, discutimos como a &#8216;década do cérebro&#8217; influenciou o surgimento deste novo campo de pesquisa - que alguns chamam &#8216;Neuroeducação&#8217; e outros, &#8216;Ciência da Mente, Cérebro e Educação&#8217; -, a pesquisa colaborativa entre pesquisadores de áreas diferentes, levando em consideração a multidisciplinaridade, a interdisciplinaridade e a transdisciplinaridade e os modelos de pesquisa colaborativa, propostos para este novo campo. Discutimos também quão complexa é a análise das dificuldades de aprendizagem em leitura/escrita e em matemática, dando ênfase ao &#8216;Modelo de Níveis de Desenvolvimento&#8217; proposto por Jodi Tommerdahl.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The so-called &#8216;decade of the brain&#8217; was characterized by the advances in Neurosciences which awakened great enthusiasm in the study of brain functioning in the scientific world, so much so that some educators saw the possibility of introducing Neuroscience results directly into the classroom. Thenceforth, a deep discussion arises in the scientific environment about the possibility and/or necessity of introducing these results directly into the classroom and about who is qualified to make such introduction. From these discussions have emerged several initiatives to establish a new field of research capable of scientifically studying the best way to relate Neurosciences to Education. In this article, it is discussed how the &#8216;decade of the brain&#8217; has influenced the emergence of this new field of research, which some call &#8216;Neuroeducation&#8217; and others, &#8216;Mind, Brain and Education&#8217;, the collaborative research among researchers from different areas, taking into account the multidisciplinarity, interdisciplinarity and transdisciplinarity and the models of collaborative research proposed for this new field. We also discuss the complexity of the analysis of learning difficulties in reading / writing and mathematics, with emphasis on the Model of Development Levels proposed by Jodi Tommerdahl.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La llamada 'década del cerebro' se caracterizó por los avances en las Ciencias Neurológicas y eso despertó en los científicos un gran entusiasmo en el estudio del funcionamiento cerebral. Tanto que algunos educadores miraron la posibilidad de aplicar resultados de las Neurociencias directamente en el aula. A partir de ahí surge una profunda discusión en el medio científico sobre la posibilidad y / o necesidad de aplicación de esos resultados directamente en el aula y sobre quién está habilitado a hacer tal aplicación. De estas discusiones surgieron varias iniciativas de hacer emerger un nuevo campo de investigación capaz de estudiar científicamente la mejor forma de aproximar las Neurociencias de la Educación. En este artículo discutimos cómo la 'década del cerebro' influenció el surgimiento de este nuevo campo de investigación -que algunos llaman 'Neuroeducación' y otros, 'Ciencia de la mente, cerebro y educación' -, la investigación colaborativa entre investigadores de áreas diferentes, llevando en la consideración de la multidisciplinariedad, la interdisciplinariedad y la transdisciplinariedad y los modelos de investigación colaborativa propuestos para este nuevo campo. También discutimos cuán compleja es el análisis de las dificultades de aprendizaje en lectura / escritura y en matemáticas, dando énfasis al "Modelo de Niveles de Desarrollo" propuesto por Jodi Tommerdahl.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Neuroeducação]]></kwd>
<kwd lng="pt"><![CDATA[Transdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Neuroeducation]]></kwd>
<kwd lng="en"><![CDATA[Transdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[Teaching-learning]]></kwd>
<kwd lng="es"><![CDATA[Neuroeducación]]></kwd>
<kwd lng="es"><![CDATA[Transdisciplinario]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y aprendizaje]]></kwd>
</kwd-group>
</article-meta>
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