NEUROEDUCATION IN THE CLASSROOM: INTEGRATING MULTIPLE INTELLIGENCES INTO BILINGUAL LEARNING
DOI:
https://doi.org/10.56238/arev7n9-004Keywords:
Neuroeducation, Multiple Intelligences, Bilingual Literacy, Cognitive DiversityAbstract
This bibliographic research aims to investigate how Neuroeducation and multiple intelligences can contribute to bilingual learning in the classroom. The research corpus is based on authors such as Gardner, Cummins, Mora and Souza, as well as on the international legal provisions of UNESCO and the Organization for Economic Cooperation and Development (OECD), establishing a dialogue with authors who discuss issues relating to the importance of educational policies that respect multiple ways of learning, valuing cognitive, linguistic and cultural diversity and promoting more responsive and equitable educational environments. The data will be analyzed using the content analysis proposed by Bardin. The main results are: the importance of the articulation between cognition, language and neuroscience enhances pedagogical practices that are sensitive to students' singularities, favouring engagement, integral development and the formation of critical citizens who are prepared for a globalized world.
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References
Alves, U. K., & Finger, I. (2023). Alfabetizando em contexto monolíngue e bilíngue. Petrópolis, Brazil: Vozes.
Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Clevedon, England: Multilingual Matters.
Bardin, L. (2011). Content analysis. Lisbon, Portugal: Edições 70.
Chen, J., Moran, S., & Gardner, H. (2010). Multiple intelligences around the world. Porto Alegre, Brazil: Artmed.
Costa, F., & D’Angelo, L. (2011). CLIL: A suitably integrated approach in primary school. International Journal of Bilingual Education and Bilingualism, 14(3), 307–321. https://doi.org/10.1080/13670050.2010.515338
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
Dehaene, S. (2020). How we learn: Why the brain works better than any machine (for now) (A. Telles, Trans.). São Paulo, Brazil: Editora Objetiva.
Freire, P. (1970). Pedagogy of the oppressed. Rio de Janeiro, Brazil: Paz e Terra.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Gardner, H. (2007). Five minds for the future. Boston, MA: Harvard Business School Press.
Gardner, H. (2010). Multiple intelligences around the world. Porto Alegre, Brazil: Artmed.
Gil, A. C. (2019). Métodos e técnicas de pesquisa social (7th ed.). São Paulo, Brazil: Atlas.
Hornberger, N. H. (2003). Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Language革命Policy, 2(1), 27–51. https://doi.org/10.1023/A:1021871106140
Kleiman, A. B. (2005). Letramento e alfabetização: As muitas facetas. Revista Brasileira de Educação, (29), 5–17.
Marconi, M. A., & Lakatos, E. M. (2010). Fundamentals of scientific methodology (7th ed.). São Paulo, Brazil: Atlas.
Mora, F. A. (2017). Neuroeducation: You only learn what you love. Porto Alegre, Brazil: Penso.
Organisation for Economic Co-operation and Development. (2022). Education at a glance 2022: OECD indicators. Paris, France: OECD Publishing. https://doi.org/10.1787/3197152b-en
Rojo, R. H. R. (2009). Multiple literacies, school and social inclusion. São Paulo, Brazil: Parábola Editorial.
Ruiz, M. H. (2024). How do we learn? A scientific approach to teaching learning (3rd ed.). Porto Alegre, Brazil: Penso.
Souza, R. M. (2020). *Ne
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Alves, U. K., & Finger, I. (2023). Alfabetizando em contexto monolíngue e bilíngue. Petrópolis, Brazil: Vozes.
Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Clevedon, England: Multilingual Matters.
Bardin, L. (2011). Content analysis. Lisbon, Portugal: Edições 70.
Chen, J., Moran, S., & Gardner, H. (2010). Multiple intelligences around the world. Porto Alegre, Brazil: Artmed.
Costa, F., & D’Angelo, L. (2011). CLIL: A suitably integrated approach in primary school. International Journal of Bilingual Education and Bilingualism, 14(3), 307–321. https://doi.org/10.1080/13670050.2010.515338
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters. DOI: https://doi.org/10.21832/9781853596773
Dehaene, S. (2020). How we learn: Why the brain works better than any machine (for now) (A. Telles, Trans.). São Paulo, Brazil: Editora Objetiva.
Freire, P. (1970). Pedagogy of the oppressed. Rio de Janeiro, Brazil: Paz e Terra.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Gardner, H. (2007). Five minds for the future. Boston, MA: Harvard Business School Press.
Gardner, H. (2010). Multiple intelligences around the world. Porto Alegre, Brazil: Artmed.
Gil, A. C. (2019). Métodos e técnicas de pesquisa social (7th ed.). São Paulo, Brazil: Atlas.
Hornberger, N. H. (2003). Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Language Policy, 2(1), 27–51. https://doi.org/10.1023/A:1021871106140 DOI: https://doi.org/10.21832/9781853596568
Kleiman, A. B. (2005). Letramento e alfabetização: As muitas facetas. Revista Brasileira de Educação, (29), 5–17. DOI: https://doi.org/10.1590/S1413-24782004000100002
Marconi, M. A., & Lakatos, E. M. (2010). Fundamentals of scientific methodology (7th ed.). São Paulo, Brazil: Atlas.
Mora, F. A. (2017). Neuroeducation: You only learn what you love. Porto Alegre, Brazil: Penso.
Organisation for Economic Co-operation and Development. (2022). Education at a glance 2022: OECD indicators. Paris, France: OECD Publishing. https://doi.org/10.1787/3197152b-en DOI: https://doi.org/10.1787/3197152b-en
Rojo, R. H. R. (2009). Multiple literacies, school and social inclusion. São Paulo, Brazil: Parábola Editorial.
Ruiz, M. H. (2024). How do we learn? A scientific approach to teaching learning (3rd ed.). Porto Alegre, Brazil: Penso.
Souza, R. M. (2020). Neuroscience and education: How the brain learns. São Paulo, Brazil: Papirus.
Tokuhama-Espinosa, T. (2014). The scientifically substantiated art of teaching: A study in neuroeducation. Rotterdam, Netherlands: Sense Publishers.
UNESCO. (2021). Education in a multilingual world. Paris, France: UNESCO.
UNESCO. (2023). If you don’t understand, how can you learn? Global education monitoring report. Paris, France: UNESCO. https://www.unesco.org/gem-report/en/articles/40-dont-access-education-language-they-understand
