Neurociencias en la formación continuada de docentes de la pre-escuela: lacunas y diálogos
This article presents a research about the continuing education of a group of Pre-School teachers from the Municipal Network of Education of Farroupilha/Rio Grande do Sul. The research aims to investigate the participants' previous knowledge about the relationships between brain functioning, ch...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | Portuguese |
| Published: |
Universidade Federal de Rondônia
2020-03-01
|
| Series: | Educa |
| Subjects: | |
| Online Access: | http://www.periodicos.unir.br/index.php/EDUCA/article/view/4060 |
| Summary: | This article presents a research about the continuing education of a group of Pre-School teachers from the Municipal Network of Education of Farroupilha/Rio Grande do Sul. The research aims to investigate the participants' previous knowledge about the relationships between brain functioning, child development, environment, stimuli, emotions and learning of children from zero to six years of age, a period of life called Early Childhood. The teachers took part in training meetings in which they were exposed to the current knowledge of Neurosciences, children development and education, seeking to establish interlocutions between scientific knowledge and pedagogical practice. The theoretical framework is based on authors related to Neurosciences and Education, such as Lent (2001), Herculano-Houzel (2009), Carvalho (2011), Cosenza e Guerra (2011) and Oliveira (2015). Considering the specificities and the impact of this age group on human development, the research points the relevance of continuing education to teachers’ qualification, considering that it promoted clarification and fostered the approximation of scientific knowledge to teaching. |
|---|---|
| ISSN: | 2359-2087 2359-2087 |