COGNITIVE NEUROSCIENCE AND SCHOOL LEARNING: CONTRIBUTIONS OF MEMORY, ATTENTION, AND EMOTION TO PEDAGOGICAL PRACTICES IN BASIC EDUCATION

Abstract

This article analyzes the contributions of cognitive neuroscience to understanding the processes of attention, memory, and emotion involved in school learning and their implications for pedagogical practices in Basic Education. The study is based on the understanding that learning is a complex process influenced by biological, psychological, social, cultural, and emotional factors. Methodologically, it adopts a qualitative, exploratory, and descriptive approach, conducted through bibliographic research involving books, scientific articles, dissertations, and theses. The study discusses the role of attention in selecting stimuli, the participation of memory in knowledge consolidation, and the influence of emotions on students’ motivation and engagement. It also examines the importance of neuroplasticity and the risks associated with the dissemination of neuromyths in educational settings. The study is expected to demonstrate that neuroscientific knowledge, when critically interpreted and connected with Pedagogy, Psychology, and Didactics, can contribute to the planning of more meaningful, inclusive, and humanized practices. It concludes that neuroscience does not replace pedagogical knowledge but provides complementary foundations for teacher education and professional practice.