Banca de QUALIFICAÇÃO: JAQUELINE INÊS BAVARESCO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : JAQUELINE INÊS BAVARESCO
DATA : 11/12/2023
HORA: 09:00
LOCAL: Google Meet
TÍTULO:

BEHAVIORAL NEUROSCIENCE: REFLECTIONS ON PEDAGOGICAL THEORY AND PRACTICES IN TEACHING AND LEARNING.

PALAVRAS-CHAVES:

Neuroscience, Education, Learning, Teaching, Meta-analysis.

PÁGINAS: 110
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

In this dissertation, we analyze scientific works related to the theme of our research, seeking evidence to understand which studies are available so far related to neuroscience and education, and which could be being used by teachers in order to assist teaching and learning, in pedagogical practices. everyday. Thus, the general objective was to analyze and understand how these researches can favor the teaching practice aiming at learning. Thus, we performed a qualitative meta-analysis, whose data were treated through Discursive Textual Analysis (DTA). We collected 10 articles, 12 dissertations and 4 theses in four different electronic databases, namely: Portal de Periódicos Capes; Academic Google; Capes Theses Bank and the Brazilian Digital Bank of Theses and Dissertations. From the research, three categories emerged, namely: (i) Indicators from Neuroscience for Pedagogical Practice; (ii) Neuroscience in the Training of Professionals; and (iii) The Deliberations of the Field of Neuroscience for Educational and Research Contexts. Through the analysis, we can indicate some elements: that the approximation between neuroscience and education with the intention of contributing to students' learning depends on the articulation of indicators for pedagogical practice; teacher training; and the professors' relationship with neuroscientific findings and their interactions with neuroscientists. The results of the study so far show that teachers can take advantage of knowledge made available by neuroscience in order to enhance student learning. In addition, the approximations between neuroscience and education through qualitative meta-analysis, made it possible to presume the potential of the rich conjuncture between the areas, since the complementation of knowledge can add to the teaching practice, the student's learning. However, it should be considered that the knowledge of neurosciences is not a new education proposal and neither does it propose a new pedagogy, nor does it promise definitive solutions for learning difficulties, however it can collaborate to support pedagogical practices that are already being carried out successfully and suggest new ideas for interventions, demonstrating that pedagogical strategies that respect the way the brain works tend to be more efficient, as shown by neuroscience studies.

 

MEMBROS DA BANCA:
Presidente - 82411001 - ISABELA AUGUSTA ANDRADE SOUZA
Externo ao Programa - 136258002 - IRENE CARRILLO ROMERO BEBER
Externo à Instituição - MARIA DE FATIMA QUINTAL DE FREITAS - UFPR