Teachers thinking about neuroscience and education

• Autor(a) principal: Silva, Claudia Lopes da
• Data de Publicação: 2012
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Veras
• Texto Completo: http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/100
• topic: neuroscience and education; historic-cultural psychology.; neurociência e educação; psicologia histórico-cultural

Education has shown enthusiasm for the discoveries of neuroscience, probably based on the expectation of applying them to school in search of an improvement in the learning process. This partnership, however, must be viewed with caution, because the distance is still far from the laboratory and the classroom. In this field, are welcome initiatives that favor an approach reflective stance, avoiding the temptation of looking for easy answers to the complexities faced by the current school. This paper reports an experience in this direction, discussing the vision of teachers who participate in an extension course on the subject, held ten meetings, under the theoretical framework of cultural-historical psychology of Vygotsky. It is therefore a look from education to the findings of Neuroscience, and it is expected that, from this reflection, can contribute to this relationship to illuminate a critical as regards the possibility to interchange.