Análise de trabalhos que abordam a relação entre neurociências e educação no período de 2014 a 2019 e suas interfaces com o ensino de ciências/química
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-25
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
111
jan./dez.
46
111
jan./dez.
Coleções
Resumo
Pesquisas recentes indicam que as Neurociências podem trazer importantes contribuições à Educação, disponibilizando conhecimentos com base científica que fomentam reflexões sobre os processos de ensino e aprendizagem e, consequentemente, a busca por aprimorar práticas pedagógicas instituídas em Escolas e Universidades. Nesse sentido, o presente trabalho analisou algumas publicações que propuseram relacionar as Neurociências com a Educação e o ensino de Ciências. Para tal, realizou-se inicialmente um levantamento bibliográfico utilizando a plataforma Google Acadêmico e o Portal de Periódicos CAPES, sendo definidas as palavras-chaves para efetuar tais buscas. Em seguida, delimitou-se a amostra a ser analisada, que teve como recorte as publicações entre 2014 e 2019 resultantes apenas do Portal da CAPES, considerando o vasto retorno obtido no Google Acadêmico e a necessidade de limitar os dados. Posteriormente, os trabalhos selecionados foram analisados e classificados como alinhados ou não às temáticas de busca, sendo esta seleção validada pela triangulação dos dados entre os pesquisadores. Os trabalhos da amostra classificados como não alinhados foram submetidos à análise de conteúdo proposta por Bardin, gerando categorias que evidenciaram a importância das Neurociências como campo de conhecimento que integra diferentes áreas. Por fim, os dados selecionados foram dispostos em gráficos e tabelas para, em seguida, discutir os resultados apontando as possíveis implicações da interface entre Neurociências e Educação com o Ensino de Ciências, além deprojetar perspectivas futuras de pesquisas. A partir dos resultados, constatou-se a necessidade de estimular um maior diálogo entre essas áreas de conhecimento, buscando contemplar a formação dos professores em geral.
Papers recently published indicate that the Neurosciences field can establish important contributions for Education, providing scientifically bases of knowledge that allow teachers to reflect about teaching and learning processes. Consequently, it can improve their pedagogical practices established at Schools and Universities. Thus, this research analyzed some of papers that propose establish relations between Neurosciences, Education and Science Education. To this end, bibliographic research was carried out using the Google Scholar Platform and the CAPES Journal’s Portal. Firstly, some keywords were defined to perform such searches. Then, it was defined the sample to be analyzed, which included only publications between 2014-2019 resulting from the CAPES website, considering the biggest amount obtained in Google Scholar and the requirement of delimitation. Subsequently, papers were analyzed and classified as aligned or not with respective searches results. This data selection was validated by triangulation amongst the researchers. Those papers classified as not aligned to the search keywords were categorized through the Bardin’s content analysis, highlighting the importance of Neurosciences as an expressive field of knowledge that integrates different areas. Finally, the data considered aligned were displayed in graphs and tables so that we could discuss the results, pointing possible implications of the Neurosciences and Education’s interface with Science Education, in addition to future research perspectives. From the results, we consider it was important to favor dialogues between those fields of knowledge, seeking to integrate and improve the practices of the professional teachers’ formation
Papers recently published indicate that the Neurosciences field can establish important contributions for Education, providing scientifically bases of knowledge that allow teachers to reflect about teaching and learning processes. Consequently, it can improve their pedagogical practices established at Schools and Universities. Thus, this research analyzed some of papers that propose establish relations between Neurosciences, Education and Science Education. To this end, bibliographic research was carried out using the Google Scholar Platform and the CAPES Journal’s Portal. Firstly, some keywords were defined to perform such searches. Then, it was defined the sample to be analyzed, which included only publications between 2014-2019 resulting from the CAPES website, considering the biggest amount obtained in Google Scholar and the requirement of delimitation. Subsequently, papers were analyzed and classified as aligned or not with respective searches results. This data selection was validated by triangulation amongst the researchers. Those papers classified as not aligned to the search keywords were categorized through the Bardin’s content analysis, highlighting the importance of Neurosciences as an expressive field of knowledge that integrates different areas. Finally, the data considered aligned were displayed in graphs and tables so that we could discuss the results, pointing possible implications of the Neurosciences and Education’s interface with Science Education, in addition to future research perspectives. From the results, we consider it was important to favor dialogues between those fields of knowledge, seeking to integrate and improve the practices of the professional teachers’ formation
Descrição
Palavras-chave
Neurociências, Educação, Práticas formativas, Ensino de ciências, Neurosciences, Education, Educational practices, Science education
Citação
COSTA, Amanda Cristina Magalhães; SOUZA, Vinícius Catão de Assis. Análise de trabalhos que abordam a relação entre neurociências e educação no período de 2014 a 2019 e suas interfaces com o ensino de ciências/química. Educação (UFSM), Santa Maria, RS, v. 46, n. 111, p. 1-25, jan/dez. 2021. https://doi.org/10.5902/1984644444048. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/44048. Acesso em: 2022-07-20