Neurociências e a atuação de professoras na educação infantil

Abstract

During the 1990s, called the “decade of the brain”, several innovations in neuroscience were produced and disseminated, based on a scientific and technological development program promoted by the US government. This program brought neuroscience closer to other areas of knowledge. One of these intertwinings occurred between neurosciences and education. Therefore, the present study seeks to identify Neuroscience elements in teaching practice in Early Childhood Education. This study was based on the premise that neuroscience research has enhanced the teaching-learning process of children in Basic Education. For this investigation, a qualitative approach was adopted, incorporating as research elements the bibliographic study, the adoption of a field diary to record class observations and the application of a questionnaire to the three teachers whose activities were monitored. By recording in the diary, it was possible to reflect on the pedagogical practices conducted in three Kindergarten classes at a private school located in the south of Minas Gerais. The diary was created during and after 40 days of cultural immersion in these three classrooms. At the end, the professors were invited to answer a questionnaire through the Google Forms platform. This was to elucidate what underpinned their pedagogical practices and relationships with the neuroscientific field. In summary, one of the three professors demonstrated a closer relationship with studies involving the educational field and neuroscience foundations. Even though the other teachers did not show any knowledge of the subject, they achieved the school's objectives. Therefore, it is understood that continuing education is needed, especially in relation to the neurosciences. In this way, it would be possible to achieve better results considering children's neuroscientific foundations and integral development.