A contribuição da neurociência na formação inicial e continuada do professor: uma revisão na literatura

Abstract

The relevance of neuroscientific knowledge associated with education should be part of teacher education, as these will contribute to the planning of more elaborate teaching methodologies that will enhance students' performance and learning. Therefore, this study aimed to analyze the production of existing scientific review articles regarding neuroscience in initial and continuing teacher education, with the exception of scientific experimentation and intervention articles. A literature review was performed in articles published from 2010 to 2019 in the Google Academic and Scielo digital libraries, using as search terms: “Neuroscience and Teacher Training”; “Neuroscience and Neuroeducation”; Neuroscience and Education ”. The results found after searching and synthesizing the selected articles showed that educational neuroscience in teacher education has been gaining prominence, being the target of interest by educators and other professionals related to education, because education neuroscience has relevance to pedagogical practice. However, we still do not see it as a component in the curriculum matrix of the vast majority of undergraduate undergraduate courses as we found through the articles analyzed here. Thus, this work aims to show to the education professionals and to whom to interest the contribution of neuroscience to the teacher formation.