Foundations of neuroscience present in school inclusion: teaching living

• Autor(a) principal: Silva, Luciane Grecilo da
• Data de Publicação: 2018
• Outros Autores: Mello, Elena Maria Billig
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/28388
• topic: Neuroscience; Inclusion; Pedagogical accessibility; Elementary school.; Neurociência; Inclusão; Acessibilidade Pedagógica; Ensino Fundamental.

This research-action aimed at investigating teaching-learning strategies, with support in neuroscience, with a view to the pedagogical accessibility of included pupils, pedagogical innovation and respect for diversity, in regular classes, in elementary school, of a state public schools. Reports of the teaching practice in the Itinerant Digital Diary, photographs and videos, were analyzed and recorded in moments of pre, during and post interventions with pedagogical strategics. After initial diagnosis and problem verification in the teaching-learning process, five pedagogical strategies based on neuroscience were planned, applied and analyzed, unfolding in five categories guiding: Aesthetics, emotions, inclusion, autonomy and Neuroeducation. The proposal for intervention was based in the dialectic methodology. The results showed the need for the mobilization and awareness of the group as a whole, as well as to rescue the autonomy, self-esteem and participation of the included pupils. A flexible context has been provided, with respect to rhythms, capacities and neurophysiological conditions, observing relationships between scientific and educational. With the perception that there are different brains, it is necessary to look and value pedagogical proposals that are attentive to the pedagogical accessibility so that we make the inclusion a reality.