NEUROSCIENCE AND EDUCATION WITH THE MEDIATION OF TECHNOLOGIES

Abstract

The growing integration between neuroscience, education, and digital technologies has attracted increasing interest in the educational field, particularly due to the need to understand how cognitive processes influence teaching and learning. In this context, the challenge emerges of incorporating neuroscientific knowledge into pedagogical practices in order to make the educational process more efficient, meaningful, and aligned with the demands of contemporary society. Given this scenario, the present study aimed to analyze the contributions of neuroscience applied to education, mediated by educational technologies, to the improvement of teaching practices and teaching–learning processes. Methodologically, this study consists of a qualitative bibliographic research based on the analysis of scientific publications addressing the interface between neuroscience, education, and educational technologies. The investigation was supported by authors who discuss brain functioning and its implications for learning, such as Freire (1996), Lent (2001), Relvas (2012), and contemporary studies on neuroeducation and digital technologies. The results indicate that the integration between neuroscientific knowledge and technological resources contributes to the development of more effective pedagogical practices, enabling the personalization of teaching, increasing student engagement, and facilitating the early identification of learning difficulties. It is concluded that the articulation between neuroscience, education, and technology presents significant potential to transform educational processes, making them more inclusive, adaptive, and grounded in scientific evidence. However, it is also highlighted the need to strengthen both initial and continuing teacher education in order to ensure the proper application of these knowledge areas within the educational context.