Neurociências e educação: uma revisão integrativa da literatura

Abstract

Objective: Over the past 30 years intensified the number of publications about the dialogue between neuroscience and education in order to elucidate characteristic phenomena of academic children's development. The study aimed to highlight the characteristics of scientific literature in neuroscience interface area and education seeking to characterize the state of knowledge on the subject and identify the prospects identified in the literature with respect to the contributions of neuroscience for education and evidence of impact and/or changes in the educational context, promoted by neuroscientific approach to learning and/or education. Method: integrative literature review was performed through access to original and review articles published between 1990 and 2014, indexed in the ERIC database and PubMed with the keywords "neuroscience" and "education" and discoursed on neuroscience and education . The selected literature, the main topics discussed by the publications were analyzed, the number of published articles and the countries that published the studies. Results: Of the 42 selected articles, 13 (28.58%), were published in 2013, 21 (61.85%) are from the United States, 28 (66.63%) referred to the disclosure of neuroscience institutions basic and higher education and 25 (59.5%) are original items. Conclusion: The scientific literature on neuroscience and education has increased. The descriptors "neuroscience" and "education" identified some significant number of publications geared specifically to the contributions of neuroscience for education. Descriptors like "brain", "school", "learning", "science education" and "teacher" may reflect more accurately the relationship between neuroscience and education because they relate to learning. The importance of scientific disclosure about neuroscience to the general public and for educators in particular has been the main focus of the published literature on the descriptors used.