Aplicabilidade da neurociência na formação de professores para o processo ensino-aprendizagem contemporânea

Abstract

Neuroscience is an interdisciplinary and very broad field, where different areas address this topic, and complexity theory acts as a constructive ally for understanding the dynamics of neural systems and interconnections. The crucial advance in neuroscience occurred when they realized that a better understanding of how the brain works directly reflects the learning process in the classroom. The objective of the work is to map the importance of neuroscience in the training of teachers for school work, as well as to investigate the benefits in the student learning process through the variability of teaching practices. The research methodology consists of a qualitative investigation based on bibliographic analyses of data collected from 2019 to 2025, which correlate neuroscience, teacher training and the teaching-learning process. The results confirm the vitality and urgency of neuroscientific knowledge in teaching practice, highlighting the relevance of brain mechanisms and the mediation of factors such as attention and motivation for active and lasting learning The analysis also included the Initial Teacher Training Curricula (PPCs), revealing a deep and worrying gap marked by the absence of Neuroscience as a curricular component. Therefore, the research recommends the mandatory and immediate inclusion of a robust Cognitive Neuroscience and Education component in the undergraduate curriculum to ensure the neuroscientific literacy of teachers and equip professionals with the flexible strategies necessary for the challenges of the current classroom.