Neurociência na educação especial: dos neuromitos às práticas pedagógicas baseadas em evidências

Daniel Traina Gama; Marcela de Castro Ferracioli

doi:10.30715/doxa.v21i2.13101

Autores/as

Daniel Traina Gama Universidade Federal da Grande Dourados https://orcid.org/0000-0003-3984-326X
Marcela de Castro Ferracioli Universidade Federal do Ceará https://orcid.org/0000-0003-1782-691X

DOI:

https://doi.org/10.30715/doxa.v21i2.13101

Palabras clave:

Neurociencia, Educación, Educación especial, Servicio Educativo Especializado.

Resumen

Este artículo tiene como objetivo presentar una discusión sobre los fundamentos lógicos y teóricos que apoyan la disciplina de neurociencia del Curso de Especialización en Educación Especial de la Facultad de Educación / UFGD. La neurociencia ha avanzado significativamente en el conocimiento relacionado con la educación y la educación especial. Sin embargo, los profesionales de la educación tienen dificultades para interpretar y utilizar este conocimiento en las prácticas pedagógicas. Se verifica que los maestros tienen prevalencia en la creencia de neuromitos, perjudicando sus prácticas educativas. Por lo tanto, el objetivo de la disciplina de neurociencia es deconstruir neuromitas y aprender las estructuras y funciones neuroanatómicas y sus procesos subyacentes en los diferentes niveles de análisis de neurociencia por parte de los estudiantes. Relacionar y discutir los principios aprendidos con Educación Especial y Atención Educativa Especializada.

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Biografía del autor/a

Daniel Traina Gama, Universidade Federal da Grande Dourados

Docente. Doutor em Desenvolvimento Humano e Tecnologias (UNESP/Rio Claro).

Marcela de Castro Ferracioli, Universidade Federal do Ceará

Docente. Doutora em Desenvolvimento Humano e Tecnologias (UNESP/Rio Claro).

Citas

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