Some Contributions of Neuroscience at School, through the Continuing Teacher Training Offered

Monique Ferreira Monteiro Beltrão, Ângela Mathylde Soares

Neuroscience; Teacher Training; Neurodidactics; Learning; education

This article seeks to investigate the contributions of neuroscience to the process of teaching and its relationship with the methodologies used in the classroom. this research discusses data obtained in the continuing education offered by the municipality of Vila Velha in Espírito Santo, which analyzes the teaching understanding of topics such as neurodidactics and neurosciences, and how this knowledge can contribute to practice in classroom. It also presents the data collected through training actions. Continued, as well as about the pedagogical practice and the methodologies used by participating teachers, thus analyzing the relationship between neurosciences and practice teacher. We seek to understand how active and pedagogical methodologies can be relate to neuroscientific knowledge and their contributions to the process of teaching and learning, also through bibliographic reviews. Starting from indicative data on the subject of Neuroscience in Education are evident from need for investment in the initial and continuing training of teachers, in order to that the teaching and learning process promoted in a collaborative perspective, in which teachers and students can interact. The research field was composed of regent teachers of the classes of the Municipal Education Network of Vila Velha/ES, UMEF Municipal Unit of Elementary Education Pedro Herkenhoff. The methodology used this study presents a qualitative approach applied by a random sample, consisting of teachers who attend the Municipal Education Network of Vila Velha/ES.

Received: 02 Feb 2023, Receive in revised form:01 Mar 2023, Accepted: 08 Mar 2023, Available online: 16 Mar 2023

10.22161/ijaers.103.4