Neuroscience in initial teacher education: continuation of a scientific research

• Autor(a) principal: Grossi, Márcia Gorett Ribeiro
• Data de Publicação: 2019
• Outros Autores: Oliveira, Eliane Silvestre, Aguiar, Fabiane Angélica de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Revista
• Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/50991
• topic: Neurociências; Curso de Pedagogia; Formação de professores; Processo ensino e aprendizagem; Matrizes curriculares; Neuroscience; Pedagogy courses; Teaching courses; Teaching and learning processes; Curriculum

This article aimed at verifying if Pedagogy courses in Brazil have prepared teachers to use neuroscience in their school practices. Thus, the research Neuroscience in teacher training: a study of the Brazilian reality, developed by Grossi et al. in 2013, has been reapplied to identify what has changed after six years. The methodology used was content analysis with a qualitative approach. According to the results found, in Brazil, the influence of neuroscience in the classroom has been ignored still, since among the 1,317 Pedagogy courses and the Special pedagogical training teaching programs assessed, only 7.97% of them included neuroscience and related subjects. So the reality perceived six years ago is still the same and, the need for change in the curricula of these courses remains, including subjects that prepare teachers to apply neuroscience-related knowledge in their classrooms, guiding their pedagogical behaviours.