A didática da história e as funções executivas: uma proposta pedagógica, prática e dialógica para a sala de aula .

Abstract

The school, an important socio-cultural space, is challenged to redefine the teaching-learning process, as traditional teaching models, in which students are merely passive recipients of knowledge, not comply to the demands of the 21st century. The teaching of history aims to form critical and emancipated individuals. Neuroscience provides evidence of the neural foundations of learning, thereby contributing to the enhancement of teaching practices. In this context, this study, through an integrative literature review, seeks to connect knowledge of the neurobiological bases of learning with history teaching. The review explores and presents new methodological possibilities by integrating didactic theories of history with neuroscientific findings. History teaching, based on the Didactics of History, aligns with the theory of Critical Meaningful Learning. Additionally, the development of historical learning constantly involves reading and textual interpretation, actions that require the activation of executive functions, such as working memory, inhibitory control and cognitive flexibility. Based on this review, the study suggests that the most promising and engaging methodological practices for learning historical content in a meaningful way are those that integrate the Didactics of History, Critical Meaningful Learning, and the exercise of Executive Functions.