CONTINUING EDUCATION OF BASIC EDUCATION TEACHERS IN EDUCATIONAL NEUROSCIENCE: POSSIBILITIES, CHALLENGES, AND IMPLICATIONS FOR PEDAGOGICAL PRACTICE
DOI:
https://doi.org/10.63330/armv2n7-016Keywords:
Basic Education, Continuing education, Educational neuroscience, Pedagogical practice, TeachersAbstract
This article analyzes the possibilities, challenges, and implications of incorporating educational neuroscience into the continuing education of Basic Education teachers. It assumes that knowledge about neuroplasticity, memory, attention, emotion, executive functions, and human development can broaden teachers’ understanding of learning, provided that such knowledge is interpreted through dialogue with pedagogy, psychology, and the sociocultural conditions of schooling. This is a bibliographic study with a qualitative, exploration, and descriptive approach, based on books, scientific articles, and normative documents concerning teacher education and the relationship between neuroscience and education. The analysis indicates that contextualized and collaborative professional development programs connected to everyday classroom problems can foster neuroscience literacy, reflection on planning, diversification of teaching strategies, and identification of neuromyths. Conversely, the immediate or deterministic application of laboratory findings, the circulation of materials lacking scientific validation, and short courses disconnected from professional practice represent significant obstacles. The study concludes that educational neuroscience should play a complementary role in teacher education, without replacing pedagogical knowledge or disregarding professional autonomy, student diversity, and the historical, social, and affective dimensions of teaching.
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