Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Richter, Luciana
 |
| Orientador(a): |
Lima, Valderez Marina do Rosário
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Matemática
|
| Departamento: |
Escola de Ciências
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/8021
|
Resumo: |
In this thesis, we investigate what evidence is available in the selected studies that relate neurosciences and education which may be used by teachers in order to enhance students learning. Thus, the research goal was to understand how these researches favor the teaching practice aiming at students learning. For this, it was carried out a qualitative meta-analysis whose data were treated under Discursive Textual Analysis (DTA). These research data were collected from four electronic databases. The 54 articles selected were from Portal de Periódicos da Capes and Google Acadêmico. The 4 doctoral dissertations and 12 master thesis were from Banco de Teses Capes and from Banco Digital Brasileiro de Teses e Dissertações. The temporal limitation of this study was February 2016 considering the three databases and until June 2017 to Google Acadêmico. From the process of Discursive Textual Analysis of the 417 sense units, there have been emerged three categories: (i) Indicators of Neuroscience for Pedagogical Practice; (ii) Neuroscience in the Teacher Education; and (iii) Neuroscience Context Deliberations for Educational and Research Environments. Through the analysis, it was possible to support that the relation between neuroscience and education, in order to contribute to the students learning process, depends on the articulation of the indicators for pedagogical practices, on the teachers education, on the teachers interpretation concerning neuroscientific findings and on their interaction with neuroscientists. The results allow us to support that teachers can use Neuroscience knowledge in order to enhance students learning. In addition, Neuroscience and Education approaches under qualitative meta-analysis have allowed us to recognize achievable precious interaction between these areas, since the knowledge exchange can contribute to teaching practice, student learning and also to the production of new knowledge by means of research. |
