A institucionalização acadêmica da neurociência : o contexto dos cursos de pedagogia do Brasil

Abstract

This thesis is inserted in the line of Educational Policies, in the axis of teacher training, of the Stricto Sensu Graduate Program in Education at the University of Passo Fundo (UPF/RS). Its objective is to investigate signs of the presence of neuroscientific knowledge in the formal curriculum of degree courses in Pedagogy at federal HEIs, aiming to identify the level of manifestations that seek the neurobiological understanding of human development and learning. In this sense, it is questioned: What are the empirical clues of the presence of Cognitive Neuroscience in the training of pedagogues in these institutions? In order to respond to the formulated problem and achieve the proposed objectives, a basic research with a qualitative approach was carried out, which, in terms of procedures, is characterized as bibliographical and documental and, in terms of purposes, exploratory and descriptive. As an epistemological basis of investigation, the research approaches the phenomenological-hermeneutic perspective, as a logical basis of investigation it is structured in inductive thinking and its technical basis of investigation uses the qualitative method approach. To this end, throughout the text, reflections are developed on the epistemological field of Pedagogy, understanding it as a child of its time, science of education and locus of pedagogue training, as well as seeking to understand the training curriculum of this course as a historic constitution and field of disputes. It also works on the perspective of Pedagogy as an interdisciplinary field that benefits from other sciences to base its practice and, among these, Neuroscience stands out and its potential to subsidize the formation of the pedagogue with knowledge that can help in the understanding of the learning mechanisms and the choice of pedagogical strategies. It also analyzes the place that Neuroscience occupies in Pedagogy Licentiate courses in federal public higher education institutions in Brazil, highlighting the lack of specific disciplines that incorporate neuroscientific knowledge in their content in general. The survey and analysis of research data show that neuroscience knowledge has been gaining more and more space in the educational area, constituting itself as a field of study on the rise in Pedagogy Degree courses. However, this is still a partial growth, since in only 10% of the total HEI was identified some disciplinary component with an objective and clear intention to work with neuroscience knowledge. This percentage means a movement that, although initial, has been gaining ground and demonstrating growth in the training of pedagogues in the incorporation of neuroscientific knowledge. Based on this investigative and reflective course, the thesis defended is that the initial training of pedagogues can be enhanced by the incorporation of knowledge from Cognitive Neuroscience. In this sense, we propose to think of a scope for the work of themes that may come to account for the incorporation of neuroscientific knowledge in the form of curricular components, forming part of the formal matrix of training courses for pedagogues. In addition to this aspect, training spaces based on the teaching, research and extension tripod are suggested. Finally, it is proposed that these spaces, within the scope of initial and continuing education, can, in a complementary way, enable contact with the most diverse discussions and investigations regarding neuroscientific knowledge in order to contribute to the teaching praxis of the pedagogue.