APPLIED NEUROSCIENCE IN EDUCATION: SCIENTIFIC EVIDENCE FOR THE TRANSFORMATION OF PEDAGOGICAL PRACTICES

Abstract

The growing intersection between neuroscience and education has fostered a field of research aimed at understanding how biological brain processes interact with cognitive, emotional, and social dimensions of learning. In this context, applied neuroscience in education emerges as a promising approach to enhance pedagogical practices based on scientific evidence about brain functioning, particularly regarding attention, memory, emotion, and neuroplasticity. This chapter aims to discuss how such evidence can contribute to transforming pedagogical practices in Basic Education while avoiding reductionist and deterministic interpretations. The study adopts a theoretical approach, grounded in a literature review that integrates contributions from neuroscience, cognitive psychology, and education. It assumes that knowledge about the brain does not replace pedagogical knowledge but can expand it when incorporated critically and contextually. Throughout the chapter, key aspects such as neuroplasticity as a foundation for learning, the role of emotions in memory consolidation, and the importance of executive functions in the development of complex cognitive skills are examined. Additionally, the text problematizes neuromyths and the oversimplifications that often accompany the dissemination of neuroscientific knowledge in educational contexts. It concludes that neuroscience contributes to education by supporting more intentional, reflective, and evidence-informed teaching practices, provided that such contributions are mediated by a critical and ethical pedagogical perspective.