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

Auteurs

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

Mots-clés :

Neurociência, Educação, Educação especial, Atendimento Educacional Especializado.

Résumé

O presente documento tem por objetivo apresentar uma discussão sobre as fundamentações lógica e teórica que subsidiam a disciplina de neurociência do curso de Especialização em Educação Especial da Faculdade de Educação/UFGD. A neurociência tem avançado de forma importante nos conhecimentos relacionados à educação e educação especial. No entanto, profissionais da área da educação têm dificuldades na interpretação e utilização desses conhecimentos nas práticas pedagógicas. Verifica-se que professores apresentam prevalência na crença de neuromitos, prejudicando suas práticas educacionais. Portanto, objetiva-se com a disciplina de neurociência a desconstrução de neuromitos e aprendizado das estruturas e funções neuroanatômicas e seus processos subjacentes nos diferentes níveis de análise da neurociência pelos alunos. Relacionando e discutindo os princípios aprendidos com a Educação Especial e o Atendimento Educacional Especializado.

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Bibliographies de l'auteur

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).

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