Percepção de professores da educação básica acerca das contribuições da neurociência para a superação de situações de dificuldade encontradas no dia a dia da sala de aula

Abstract

An effective dialogue between neuroscience and education is necessary. In this sense, this study sought to verify the perception of Basic Education teachers about of the contributions that neuroscience can bring to overcoming difficulties found in the classroom. Ten public school teachers Basic Education of a school in Uruguaiana / RS were interviewed and invited to participate in a neuroscience training course. after the course, a new interview was conducted. In the initial interview, most teachers revealed to have a superficial knowledge of neuroscience, and 100% stated that neuroscience can h lp the teacher in the classroom. According to the teachers, the main difficulties in the classroom include questions related to students' lack of motivation and interest. These aspects can be related to emotions and the reward system, one of the topics we deal with in course. The course had a weekly face-to-face meeting, over 4 weeks, in which dialogued talks and conversation circles were held on the topic. At the end, 100% of the teachers said that the course changed their practice teacher, helping to overcome difficulties, what could be perceived, also, in the lesson plans presented.