O lugar da neurociência no currículo do curso de Pedagogia

Abstract

Child Education and Elementary School I, areas of activity of the pedagogue, are very important stages, being proved by several studies that the pedagogical strategies used in these school stages are effective in the organization of the nervous system, which in the case of children is in full development. With the advancement of technology in the social context, it is necessary that in the formation of the pedagogue, a greater range of knowledge be inserted that aim to develop new disciplines to compose the curricular grade of the courses, such as, for example, acquisition of Knowledge about Neuroscience, which enables this professional to motivate and teach the child in a way compatible with brain functioning. We propose, in this academic work, a new vision in the scope of the curricular components of the Pedagogy, because we believe in the need to implement new disciplines that address in more depth aspects about: Neurolearning, Neuropsychology and Neuroscience. Thus, our objective is to analyze if the curricular matrix of the mentioned course allows us to affirm that disciplines are offered that are associated with more detailed knowledge about neurosciences in the graduation of students. It is a study based on the bibliographic-descriptive research with focus on the qualitative analysis of the material consulted. We will discuss some theories of learning from the perspective of Skinner (1969) and Garden (1980), then deepen our research in the analysis of the Pedagogy curriculum in Pedagogic education.