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As investigações recentes da neuroeducação têm evidenciado resultados positivos e benéficos relativamente ao processo de aprendizagem, nomeadamente no que diz respeito aos alunos com dificuldades e/ou com baixo rendimento escolar, apesar desta área não apresentar uma nova pedagogia; ao invés, a neuroeducação ajuda a fundamentar a prática pedagógica, para além de se apresentar como uma
perspetiva orientadora na intervenção educativa, demonstrando que existem estratégias de ensino que
respeitam a forma como o cérebro aprende ou como as redes de construção de conhecimento são estabelecidas.
Neste âmbito, consideramos que a formação inicial de professores é uma etapa importante, na qual a criticidade inerente ao processo de construção do conhecimento profissional – nos domínios do conhecimento, da essência e da ação – se deverá assumir como eixo central na apropriação do seu exercício profissional. Sem deixar de admitir que há, neste processo, numerosos constrangimentos de diversas origens (desde logo, a estrutura rígida dos planos de estudo da formação de professores), afigurasse-nos fundamental apresentar as perceções dos futuros docentes que frequentam cursos de habilitação para a docência numa instituição de ensino superior acerca do contributo da neuroeducação
no processo de aprendizagem dos alunos, bem como na (re)configuração do processo de ensino. Neste contexto, foi aplicado um inquérito por questionário a 41 estudantes - em formação inicial de professores, em ensino do 1.º Ciclo do Ensino Básico e/ou 2.º Ciclo do Ensino Básico – com os seguintes objetivos específicos: conhecer a perceção dos futuros professores quanto às contribuições da neuroeducação nos processos de ensino-aprendizagem; equacionar as possibilidades de concretização de uma pedagogia diferenciada/diversificada a partir do conhecimento da neuroeducação; apresentar estratégias neurodidáticas utilizadas em contexto de sala de aula. Os dados recolhidos permitiram efetuar uma análise descritiva e inferencial, facilitando o desenho de uma proposta de intervenção educativa consentânea com a promoção do desenvolvimento integral dos alunos, tendo em conta as
suas facilidades/dificuldades na disciplina de História e Geografia de Portugal do 5.º ano de escolaridade.
Apresentar-se-ão as vantagens e as limitações desta estratégia de ensino a partir das reflexões sobre a prática pedagógica das estudantes em formação e da avaliação realizada pelos seus alunos.
Recent investigations of neuroeducation have shown positive and beneficial results in relation to the learning process, especially in the case of students with difficulties and/or poor school performance, although this area does not present a new pedagogy; on the contrary, neuroeducation helps to inform pedagogical practice, as well as presenting itself as a guiding perspective in the educational intervention, demonstrating that there are teaching strategies that respect the way the brain learns or how the networks of knowledge construction are established. In this context, we consider that initial teacher training is an important step in which the criticality inherent in the process of building professional knowledge - in the domains of knowledge, essence and action - should be taken as the central axis in the appropriation of its exercise professional. While admitting that there are numerous constraints in this process (from the very outset, the rigid structure of teacher training curricula), it would seem fundamental to present the perceptions of future teachers who attend teaching qualification courses in an institution of higher education about the contribution of neuroeducation in the learning process of the students, as well as in the (re) configuration of the teaching process. In this context, a questionnaire survey was applied to 41 students - in initial teacher education, in the 1st cycle of Basic Education and/or 2nd Cycle of Basic Education - with the following specific objectives: to know the perception of the future teachers about the contributions of neuroeducation in the teaching-learning processes;to equate the possibilities of the realization of a differentiated / diversified pedagogy based on the knowledge of neuroeducation; neurodidatic strategies used in the classroom context. The collected data allowed to carry out a descriptive and inferential analysis, facilitating the design of a proposal of educational intervention in line with the promotion of the integral development of the students,taking into account their facilities / difficulties in the discipline of History and Geography of Portugal of the 5th grade. We will present the advantages and limitations of this teaching strategy based on the reflections on the pedagogical practice of the students in formation and the evaluation carried out by their students.
Recent investigations of neuroeducation have shown positive and beneficial results in relation to the learning process, especially in the case of students with difficulties and/or poor school performance, although this area does not present a new pedagogy; on the contrary, neuroeducation helps to inform pedagogical practice, as well as presenting itself as a guiding perspective in the educational intervention, demonstrating that there are teaching strategies that respect the way the brain learns or how the networks of knowledge construction are established. In this context, we consider that initial teacher training is an important step in which the criticality inherent in the process of building professional knowledge - in the domains of knowledge, essence and action - should be taken as the central axis in the appropriation of its exercise professional. While admitting that there are numerous constraints in this process (from the very outset, the rigid structure of teacher training curricula), it would seem fundamental to present the perceptions of future teachers who attend teaching qualification courses in an institution of higher education about the contribution of neuroeducation in the learning process of the students, as well as in the (re) configuration of the teaching process. In this context, a questionnaire survey was applied to 41 students - in initial teacher education, in the 1st cycle of Basic Education and/or 2nd Cycle of Basic Education - with the following specific objectives: to know the perception of the future teachers about the contributions of neuroeducation in the teaching-learning processes;to equate the possibilities of the realization of a differentiated / diversified pedagogy based on the knowledge of neuroeducation; neurodidatic strategies used in the classroom context. The collected data allowed to carry out a descriptive and inferential analysis, facilitating the design of a proposal of educational intervention in line with the promotion of the integral development of the students,taking into account their facilities / difficulties in the discipline of History and Geography of Portugal of the 5th grade. We will present the advantages and limitations of this teaching strategy based on the reflections on the pedagogical practice of the students in formation and the evaluation carried out by their students.
Descrição
Palavras-chave
Intervenção educativa Formação inicial de professores Estratégias neurodidáticas Reflexão sobre a prática pedagógica Educational intervention Teacher training Neurodidactic strategies Reflection on pedagogical practice
Contexto Educativo
Citação
Gonçalves, D.; Freitas, F.M.; Castro, T. (2018). Das perceções à intervenção educativa: estratégias neurodidáticas na formação inicial de professores. In R. P. Lopes, M. V. Pires, L. Castanheira, E. M. Silva, G. Santos, C. Mesquita, & P. Vaz (Eds.). III Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança, Portugal: Instituto Politécnico de Bragança. ISBN: 978-972-745-241-5
Editora
Instituto Politécnico de Bragança