Conhecer o Ensino através do Cérebro: Uma perspectiva entre neurociência e ensino
DOI:
https://doi.org/10.7346/-fei-XVIII-02-20_06Palavras-chave:
Cérebro Docente, Neurociência Educacional, NeuroeducaçãoResumo
Apesar da multiplicidade de pesquisas sobre a contribuição neurocientífica para a educação, ainda são raros os estudos que trataram de compreender o processo de ensino e o professor sob a perspectiva do cérebro que ensina. O cérebro docente é um conceito que reflete a natureza complexa, dinâmica e dependente do contexto do cérebro que aprende. A complexidade do ensino humano é similar ao processamento cerebral no sistema nervoso. Estudos focados no cérebro do professor destacam como informações centradas na relação professor-aluno podem ser processadas, formando uma teoria dinâmica da cognição capaz de influenciar processos de conscientização. Os professores podem, então, usar esse modelo para guiar pensamentos e ações. A premissa subjacente é que, ao estudar o cérebro do professor, pode-se auxiliar os professores no trabalho em sala de aula com os alunos. Partindo de uma revisão da literatura internacional sobre pesquisas relacionadas ao cérebro docente, focamos nas funções do cérebro do professor e as implicações que pode ter na relação de ensino-aprendizagem e nas práticas pedagógicas. Trata-se de um espaço de reflexão ainda pouco explorado, que pode fomentar novas abordagens sobre o ensino e a educação, sem esquecer de atitudes precaucionais.
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