Conhecimentos da neurociência e formação inicial do pedagogo: uma revisão integrativa de literatura

Abstract

This article focuses on the relationship between neuroscience and education, based on the premise that neuroscience has significantly contributed to the understanding of brain function and development. It stems from the research question: How can neuroscience knowledge contribute to the initial training of teachers? The general objective is to analyze the role of neuroscience knowledge in the initial training of pedagogy students. The specific objectives are: to identify the assumptions of neuroscience; to recognize the relationship between neuroscience and education; and to analyze the curricular components that address neuroscience knowledge in the pedagogical projects of undergraduate pedagogy programs. This is an exploratory study with a qualitative approach, based on literature review and documentary research. The investigation began with the collection of scientific articles on the topic, available on Google Scholar, focusing on those published between 2019 and 2024 in Portuguese-language journals rated as Qualis A. The documents analyzed include the current Pedagogical Project (2019) and the new proposed curriculum (2024) of the Pedagogy degree program at UESPI, Oeiras-PI. The results indicate that the relationship between neuroscience and education is still incipient in the initial training of teachers. This highlights the need, both in initial and continuing education, for disciplines and content that enable future educators to develop a comprehensive understanding of their students. It is essential to foster collaboration between scientific fields to promote scientific literacy in neuroscience, understanding of neural processes, and the application of neuroscience knowledge in the classroom to develop teaching strategies that are better aligned with students' needs and learning processes.