Memória autobiográfica e a formação docente: uma revisão narrativa das publicações do contexto da Educação de Jovens e Adultos em um ambiente de privação de liberdade.

Abstract

Understanding the neural mechanisms of memory during the learning process is one of the necessary skills for the development of a meaningful teaching practice. Neuroscientific and pedagogical knowledge consists of knowledge that stimulates the teacher's reflexivity. Valuing the autobiographical memories of EJA subjects in deprivation of freedom may be one of the alternatives for validating inclusion. This study aims to propose new reflections on the process of teacher education, that is, training with a biopsychosocial focus on teachers who work in an environment of deprivation of liberty. A neuroscientific and pedagogical literature review was carried out. As a result, we see a need for more specific training for teachers who work in this environment marked by social exclusion. However, there is a lack of studies on this theme, as well as the need to rethink practices in relation to teaching methodologies for this specific public.