NEUROEDUCAÇÃO NA SALA DE AULA: INTEGRANDO MÚLTIPLAS INTELIGÊNCIAS NA APRENDIZAGEM BILÍNGUE
DOI:
https://doi.org/10.56238/arev7n9-004Palavras-chave:
Neuroeducação, Inteligências Múltiplas, Alfabetização Bilíngue, Diversidade CognitivaResumo
A pesquisa de cunho bibliográfico tem como objetivo investigar como a Neuroeducação e as inteligências múltiplas podem contribuir com o aprendizado bilíngue em sala de aula. O corpus investigativo está alicerçado em autores como Gardner, Cummins, Mora e Souza, e, também, nos dispositivos legais em âmbito Internacional da UNESCO e da Organização para a Cooperação e Desenvolvimento Econômico - OCDE, estabelecendo um diálogo com os autores que discutem as temáticas relativas à a importância de políticas educacionais que respeitem as múltiplas formas de aprender, a valorização da diversidade cognitiva, linguística e cultural promove ambientes educacionais mais responsivos e equitativos. A análise dos dados dar-se-á por meio da análise de conteúdo proposta por Bardin. Os principais resultados são: a importância da articulação entre cognição, linguagem e neurociência potencializa práticas pedagógicas sensíveis às singularidades dos alunos, favorecendo o engajamento, o desenvolvimento integral e a formação de cidadãos críticos e preparados para um mundo globalizado.
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Referências
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
