Desvelando o lugar da neurociência no currículo das licenciaturas em pedagogia das universidades públicas do nordeste brasileiro

Abstract

The main area of work for educators is early childhood education and the early grades. Neuroscience studies show that knowing the brain and how it works is fundamental for education professionals, allowing them to understand how the learning process occurs and what are the best ways to stimulate their students to meaningful learning, respecting their individuality and difficulties. The present study aimed to investigate how Neuroscience is approached in the curriculum of educators in the Federal Universities of the states in the Northeast region of Brazil. A qualitative research of documental nature was conducted through the analysis of the curriculums of the Pedagogy courses of the Federal Universities, focusing on disciplines related to Neuroscience. The results presented show that Neuroscience is na area that has been popularizing in the educational environment, however, despite the growing number of publications on the subject, the curriculum of educators brings inexpressive results in relation to the insertion of subjects of this theme in their structures. Finally, our results suggest the need to rethink the curriculum for teacher education, since early childhood education and the early grades are the most important phases for the development of the educated and the knowledge of Neuroscience can contribute positively to the initial training of teachers.