Neuroscience in special education: from neuromyths to evidence-based pedagogical practices
The aim of this paper is to present a discussion about the logical and theoretical foundations that support the neuroscience discipline of the Special Education Specialization course of the Education College/UFGD. Neuroscience has advanced significantly in the knowledge related to education and spec...
| Authors: | ; |
|---|---|
| Format: | Article |
| Status: | Published version |
| Publication date: | 2019 |
| Country: | Brasil |
| Institution: | UNESP |
| Repository: | Doxa - Revista Brasileira de Psicologia e Educação (Araraquara. Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/13101 |
| Online Access: | https://periodicos.fclar.unesp.br/doxa/article/view/13101 |
| Access Level: | Open access |
| Keyword: | Neuroscience Education Special Education Specialized Educational Attendance. Neurociencia Educación Educación especial Servicio Educativo Especializado. Neurociência Educação Educação especial Atendimento Educacional Especializado. |
| _version_ | 1878757453505495040 |
|---|---|
| author | Gama, Daniel Traina |
| author2 | Ferracioli, Marcela de Castro |
| author2_role | author |
| author_browse | Ferracioli, Marcela de Castro Gama, Daniel Traina |
| author_facet | Gama, Daniel Traina Ferracioli, Marcela de Castro |
| author_role | author |
| collection | Doxa - Revista Brasileira de Psicologia e Educação (Araraquara. Online) |
| description | The aim of this paper is to present a discussion about the logical and theoretical foundations that support the neuroscience discipline of the Special Education Specialization course of the Education College/UFGD. Neuroscience has advanced significantly in the knowledge related to education and special education. However professionals in the field of education present difficulties in the interpretation and use of this knowledge in pedagogical practices. It is verified that teachers present prevalence in the belief of neuromyths, damaging their educational practices. Therefore, the goals of the neuroscience discipline are the deconstruction of neuromyths and learning of neuroanatomic structures and functions and their underlying processes at different levels of neuroscience analysis by students. Linking and discussing the principles learned with Special Education and Specialized Educational Attendance. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | BR_6ea7b38d40ca9be9d7a680fe9c2cc708 |
| institution | UNESP |
| instname_str | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| language | por |
| network_acronym_str | BR |
| network_name_str | Brasil |
| oai_identifier_str | oai:ojs.pkp.sfu.ca:article/13101 |
| publishDate | 2019 |
| publishDateSort | 2019 |
| publisher | Editora Ibero-Americana de Educação |
| publisherStr | Editora Ibero-Americana de Educação |
| reponame_str | Doxa - Revista Brasileira de Psicologia e Educação (Araraquara. Online) |
| spelling | Neuroscience in special education: from neuromyths to evidence-based pedagogical practices Neurociencia en la educación especial: de neuromitos a prácticas pedagógicas basadas en la evidencia Neurociência na educação especial: dos neuromitos às práticas pedagógicas baseadas em evidências Gama, Daniel Traina Ferracioli, Marcela de Castro Neuroscience Education Special Education Specialized Educational Attendance. Neurociencia Educación Educación especial Servicio Educativo Especializado. Neurociência Educação Educação especial Atendimento Educacional Especializado. The aim of this paper is to present a discussion about the logical and theoretical foundations that support the neuroscience discipline of the Special Education Specialization course of the Education College/UFGD. Neuroscience has advanced significantly in the knowledge related to education and special education. However professionals in the field of education present difficulties in the interpretation and use of this knowledge in pedagogical practices. It is verified that teachers present prevalence in the belief of neuromyths, damaging their educational practices. Therefore, the goals of the neuroscience discipline are the deconstruction of neuromyths and learning of neuroanatomic structures and functions and their underlying processes at different levels of neuroscience analysis by students. Linking and discussing the principles learned with Special Education and Specialized Educational Attendance. 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. 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. Editora Ibero-Americana de Educação https://periodicos.fclar.unesp.br/doxa/article/view/13101 10.30715/doxa.v21i2.13101 |
| spellingShingle | Neuroscience in special education: from neuromyths to evidence-based pedagogical practices Gama, Daniel Traina Neuroscience Education Special Education Specialized Educational Attendance. Neurociencia Educación Educación especial Servicio Educativo Especializado. Neurociência Educação Educação especial Atendimento Educacional Especializado. |
| status_str | publishedVersion |
| title | Neuroscience in special education: from neuromyths to evidence-based pedagogical practices |
| title_full | Neuroscience in special education: from neuromyths to evidence-based pedagogical practices |
| title_fullStr | Neuroscience in special education: from neuromyths to evidence-based pedagogical practices |
| title_full_unstemmed | Neuroscience in special education: from neuromyths to evidence-based pedagogical practices |
| title_short | Neuroscience in special education: from neuromyths to evidence-based pedagogical practices |
| title_sort | Neuroscience in special education: from neuromyths to evidence-based pedagogical practices |
| topic | Neuroscience Education Special Education Specialized Educational Attendance. Neurociencia Educación Educación especial Servicio Educativo Especializado. Neurociência Educação Educação especial Atendimento Educacional Especializado. |
| topic_facet | Neuroscience Education Special Education Specialized Educational Attendance. Neurociencia Educación Educación especial Servicio Educativo Especializado. Neurociência Educação Educação especial Atendimento Educacional Especializado. |
| url | https://periodicos.fclar.unesp.br/doxa/article/view/13101 |