NEUROSCIENCE AND LEARNING: HOW THE BRAIN INFLUENCES THE EDUCATIONAL PROCESS OF CHILDREN IN BASIC EDUCATION
Keywords:
Neuroscience, Learning, Basic Education, Cognitive Development, Multiple IntelligencesAbstract
This article aims to analyze the intersections between neuroscience and education, exploring how brain function influences the learning process of children in Basic Education. The research focuses on understanding how neuroscientific discoveries can inform and enhance educational practices, promoting more effective teaching adapted to the cognitive and emotional needs of students. The theoretical framework used includes the works of renowned scholars such as Howard Gardner, known for his theory of multiple intelligences, António Damásio, who explores the importance of emotions in cognitive decisions, Lev Vygotsky, with his socio-interactionist approach to child development, Jean Piaget, who offers a constructivist perspective on learning, and Eric Kandel, whose research elucidates mechanisms of synaptic plasticity essential for memory and learning. The methodology used involves a bibliographic analysis of the main works of these authors, seeking to relate their theories to educational practices in the context of Basic Education. The results indicate a strong connection between pedagogical practices and underlying neural processes, highlighting the importance of a curriculum that considers the diverse cognitive abilities, emotions, and social environment of children. Finally, the article emphasizes the need for continuous updating of educators regarding neuroscience findings to improve the teaching-learning process.
