Contribuições da neurociência para o processo de ensino-­aprendizagem nos anos iniciais do ensino fundamental: revisão da produção acadêmica brasileira de 2015 a 2019

Abstract

This bibliographic research carried out, with theoretical and methodological foundations in Lakatos e Marconi (2003), had the premise of knowing the contributions of Neuroscience for the organization of the teaching learning process for the early years of elementary school, presented in available and published dissertations and theses, from 2015 to 2019, on the platform of the Brazilian Digital Library of Theses and Dissertations. To support Neuroscience, we used: Bear, Connors and Paradiso (2017), Damásio (2000, 2011, 2012), Grossi, Lopes and Couto (2014), Kandel et al (2014) and Silva (2017). In the relationship between Education and Neuroscience the theoretical basis was in: Cosenza and Guerra (2011), Pantano and Zorzi (2009), Rato and Caldas (2016) and Silva (2017). About the elementary school was based on specific federal resolutions, ordinances and laws for this stage of Basic education. The research started with a search through 4 keywords with exclusion and selection criteria, in which they were found 46 productions, following, the identification of works (selection by reading the title, summary, summary and bibliographic references) that resulted in the selection of 17 productions (12 dissertations and 5 theses), that represent only 36,9% of the works found, fact that indicates that more research and studies need to be carried out on the thematic focus of this research. The collected works were quantified, analyzed and expressed in two tables and a graph. Lastly, with the floating reading of the abstracts, introductions and results of the selected productions, Neuroscience contributions were identified and categorized into three themes essential to the organization of the teaching learning process for the early years of elementary school, being: Teaching and Learning processes (theoretical practical reflections); teacher plan (proposals for methodologies and teaching activities); and teacher training initial and continuous (theoretical reflections).