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: | ; |
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| 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. |
| Summary: | 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. |
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