Neuroscience contributions to pedagogy: a necessary dialogue
DOI:
https://doi.org/10.33448/rsd-v10i1.11846Keywords:
Neurosciences; Teachers; Teaching.Abstract
This work aimed to analyze the contributions of neuroscience to the education of the pedagogue, as well as to verify how neuroscience can help in the improvement of pedagogical practices. Method: The present study was developed based on the exploratory method, considering the bibliographic research. For the selection of bibliographic material, the following databases were used: Medical Literature Analysis and Retrieval System on-line (MEDLINE) provided by PUBMED of the US National Library of Medicine National Institutes of Health, Latin American and Caribbean Literature in Sciences of the (LILACS) and Scientific Electronic Library Online (SCIELO). Through this research it was found that understanding the brain and its structures is fundamental for the development of educational methods through the dialogue between pedagogy and neuroscience. In everyday school practices, teachers face many challenges, including how to deal with students with learning disorders. Neuroscience can help to identify and overcome these difficulties, as well as lay the groundwork for evidence-based reform in the educational process.
References
Alvarez, A., & Lemos, I. D. C. (2006). Os neurobiomecanismos do aprender: a aplicação de novos conceitos no dia-a-dia escolar e terapêutico. Revista Psicopedagogia, 23(71), 181-190.
Brentani, H., Paula, C. S. D., Bordini, D., Rolim, D., Sato, F., Portolese, J., ... & McCracken, J. T. (2013). Autism spectrum disorders: an overview on diagnosis and treatment. Brazilian Journal of Psychiatry, 35, S62-S72.
Coll, C., Marchesi, Á., & Palacios, J. (2004). Desenvolvimento psicológico e educação: psicologia evolutiva. Artes Médicas.
Cosenza, R. M. (2011). Neurociência e educação: como o cérebro aprende/Ramon M. Cosenza, Leonor B. Guerra. Porto Alegre: Artmed.
Díaz, F. (2011). O processo de aprendizagem e seus transtornos.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Fletcher, J. M. (2009). Dyslexia: The evolution of a scientific concept. Journal of the International Neuropsychological Society, 15(4), 501-508.
Florian, L. (2009). Towards inclusive pedagogy. Psychology for inclusive education: New directions in theory and practice, 38-51.
Franz, L., & Dawson, G. (2019). Implementing early intervention for autism spectrum disorder: a global perspective. Pediatric medicine (Hong Kong, China), 2.
Frith, U., Bishop, D., Blakemore, C., Blakemore, S. J., Butterworth, B., & Goswami, U. (2011). Neuroscience: implications for education and lifelong learning. The Royal Society.
Gergely, K., & Lakos, R. (2013). Role of pediatricians in the diagnosis and therapy of dyslexia, dysgraphia and dyscalculia. Orvosi hetilap, 154(6), 209-218.
Geschwind, D. H. (2009). Advances in autism. Annual review of medicine, 60, 367-380.
Getahun, D., Jacobsen, S. J., Fassett, M. J., Chen, W., Demissie, K., & Rhoads, G. G. (2013). Recent trends in childhood attention-deficit/hyperactivity disorder. JAMA pediatrics, 167(3), 282-288.
Gil, A. C. (2010). Como elaborar projetos de pesquisa. In Como elaborar projetos de pesquisa (pp. 184-184).
Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), 817-824.
Kaufmann, L., & von Aster, M. (2012). The diagnosis and management of dyscalculia. Deutsches Ärzteblatt International, 109(45), 767.
Kim, J. W., Ritter, F. E., & Koubek, R. J. (2013). An integrated theory for improved skill acquisition and retention in the three stages of learning. Theoretical Issues in Ergonomics Science, 14(1), 22-37.
Libâneo, J. C. (2001). Pedagogia e pedagogos: inquietações e buscas. Educar em Revista, (17), 153-176.
Monte, F. F. D., & Santos, I. B. D. (2004). Saberes e práticas da inclusão, dificuldades acentuadas de aprendizagem: autismo. Brasília: MEC, SEESP.
Oliveira, G. G. D. (2011). Neurociências e os processos educativos: um saber necessário na formação de professores.
Paula, J. B., & Peixoto, M. F. (2019). A inclusão do aluno com autismo na educação infantil: desafios e possibilidades. Cadernos da Pedagogia, 13(26).
Ritter, F. E., Baxter, G. D., & Churchill, E. F. (2014). Cognition: memory, attention, and learning. In Foundations for Designing User-Centered Systems (pp. 123-164). Springer, London.
Sah, P., Fanselow, M., Hattie, J., Magsamen, S., Mattingley, J., Quirk, G., & Williams, S. (2016). Integrating neuroscience and learning: now’s the time... NPJ science of learning, 1(1), 1-2.
Soriano-Ferrer, M., & Martínez, E. P. (2017). A review of the neurobiological basis of dyslexia in the adult population. Neurología (English Edition), 32(1), 50-57.
Squire, L. R. (Ed.). (2011). The History of Neuroscience in Autobiography: Volume 7 (Vol. 7). Oxford University Press.
Stern, E. (2005). Pedagogy meets neuroscience. Science, 310(5749), 745-746.
Tan, Y. S. M., & Amiel, J. J. (2019). Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia. Professional Development in Education, 1-18.
Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in psychology, 8, 1454.
Whiteford, H. A., Degenhardt, L., Rehm, J., Baxter, A. J., Ferrari, A. J., Erskine, H. E., ... & Vos, T. (2013). Global burden of disease attributable to mental and substance use disorders: findings from the Global Burden of Disease Study 2010. The lancet, 382(9904), 1575-1586.
Zadina, J. N. (2015). The emerging role of educational neuroscience in education reform. Psicología Educativa, 21(2), 71-77.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Geanne Castro Damasceno; Diego Arthur Castro Cabral; Fernanda Myllena Sousa Campos; João Paulo do Vale Medeiros; Leonardo Giovanni Castro Cabral; Kaique Matheus Castro Cabral
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
