Entendimentos equivocados relacionados à neurociência entre professores da educação básica

Abstract

The human brain, the main component of the nervous system, is related to the learning process, so, it is fundamental for the educator to understand neuroscientific processes to base their pedagogical practice, as well as avoid misunderstandings related to the teaching-learning process. The objective of this research was to evaluate the occurrence of misconcepts related to neuroscience among Middle and High school teachers of Uruguaiana/RS/Brazil. This study was carried out through the initial contact with 8 public education intuitions that participated in the research. For data collection, two questionnaires were created and answered by the participants: (i) Questionnaire to general data collection and sample characterization, with eleven questions, and; (ii) Questionnaire related to the research theme, with the objective to evaluate the teachers’ previous knowledge and believes in “neuromiths”, with twenty mixed statements (true and false). About the misunderstandings related to brain function, the results agree with the literature in relation to believe in the more common neuromiths, being perceived between teachers the difficult to distinguish the corrected and the uncorrected statements. So, the results suggested that the teachers are susceptible to believe in statements related to brain, and, many times, have difficult to distinguish pseudoscience from scientific facts, as many teachers considered many neuromiths as true.