<p> <b>Background:</b> Children with learning disabilities and attention deficit hyperactivity disorder struggle daily and are at-risk for poor long-term outcomes. Emerging evidence suggests that WM may improve by adaptive computerized working memory training, but what is unclear is its effectiveness and transference to untrained tasks. <b>Methods:</b> Twenty-three (11 females) school-aged children with co-occurring math difficulties and ADHD participated in a quasi-experimental, repeated-measures study in school to investigate transfer effects of working memory training (Cogmed RM) on math achievement, fluid reasoning and memory and learning tasks. As part of a pilot, the Cogmed Progress Indicator (CPI) was used to measure transfer effects on working memory, following directions, and math challenge throughout the training. Standardized instruments were administered at baseline and at 4-weeks and 4-months post-intervention. Teachers and students completed the Conners-3 to assess ADHD. Teachers completed the BRIEF to measure executive functioning. <b>Results:</b> Significant improvement on the CPI was found on the following directions tasks. Statistically significant improvement was found on indices measuring verbal memory, visual memory, verbal working memory, symbolic working memory, attention/concentration, working memory, general memory, and fluid reasoning 4-weeks post-intervention. Statistically significant differences were also found at the 4-month follow-up period with the exception of verbal working memory index. Math fluency improved significantly 4-weeks after the assessment, but was not maintained at the 4-month post-test. The Applied Problems subtest was found to be significantly different at both post-test assessments. No statistically significant improvement was found on the math calculation subtest; however, the math calculation composite was found to improve statistically by the 4-month post-test. Working memory, inhibit, organization, and the Behavior Rating Index scales of the BRIEF were found to be statistically significant at the 4-month post-test. No statistically significant improvement was found on the Conners-3. The results on the DSM-IV-TR checklists on ADHD did show significant improvement at the 4-month post-test. <b> Conclusion:</b> Although the results of this study are promising, additional research is recommended to address the limitations of this study. </p>

It is still unresolved whether individuals with dyslexia suffer non-verbal auditory processing deficits that may explain their phonological problems. Many studies have shown that dyslexic individuals are poor at discriminating pure tones, and this deficit has been attributed to impaired rapid auditory processing. In order to investigate the temporal properties of auditory processing in dyslexia, I have therefore studied the pure tone discrimination abilities of dyslexics, and then analysed the effects of varying interstimulus interval, the amount of frequency difference, and the effect of adding distractor tones during the interstimulus interval. In an investigation of dyslexic individuals’ ability to remember sequences of tones or digits (tonal and digit recognition memory), Rose and Rosner (2005) found that their results were affected by the education their subjects had received. The university educated dyslexics showed little tone discrimination deficit, whereas the dyslexic participants who never attended university showed greater deficits. Therefore, another aim of this thesis was to further study these findings and to identify any auditory processing compensatory mechanisms used by dyslexics who have received higher education. In eight different auditory tasks, the majority of which I programmed, I found strong evidence of non-verbal auditory processing deficits in dyslexic individuals. The comparison of university and non-university groups showed that educational differences had clear effects on many of their abilities, and should not be underestimated. The results showed that: • In general, dyslexics had poorer auditory frequency discrimination than controls. • Dyslexics who did not attend university had lower performance on almost all the auditory tests than the university dyslexic or control groups. • Unexpectedly, university educated dyslexics were less distracted by interrupting tones during frequency discrimination than university educated controls. • In a tone sequence memory task, the university educated dyslexics compensated in their performance to a level not much below that of the university educated controls, and above the controls who did not go to university. • The frequency recognition tasks positively correlated with literacy abilities, and were independent of general intelligence. The strongest correlations were in the non-university dyslexic group. The implications of these results are that not only do dyslexic individuals suffer from a low level, non-linguistic, auditory processing deficit, but those who do not get to university are less able to compensate for these difficulties. It is impossible to say if the higher performance in university educated dyslexics was due to compensation, or if their presence at university was due to a lack of these deficits in the first place. Nevertheless, since university educated dyslexics were better at resisting distractions this may underlie their ability to compensate. These findings could facilitate the creation of new teaching methods to support the development of dyslexics’ compensatory skills and new non-linguistic diagnostic aids. These would help with identifying dyslexia in second languages and enable earlier testing and identification, before reading failure exerts its inevitable negative effects on children’s self-confidence, happiness and future academic potential.

Esta tese procura identificar o conceito de cérebro na obra de Vigotski, analisando como este conceito relaciona-se com os fundamentos da psicologia histórico-cultural. A partir disso, discute possíveis implicações desse conceito para a educação, face a um cenário educacional onde as relações entre neurociência e educação recebem atenção crescente de ambos os campos. Trata-se de um trabalho teórico, baseado na produção teórica de Vigotski realizada no período de 1924 a 1934, ano de sua morte. Entre as dezenas de obras conhecidas do psicólogo bielorrusso, foram selecionados e analisados vinte textos nos quais o tema cérebro é abordado de forma mais particularizada. A partir dessa análise, pôde-se concluir que as teorias de Vigotski sobre o cérebro estão intrinsecamente relacionadas com os fundamentos da psicologia histórico-cultural. A abordagem vigotskiana do cérebro se deu de forma densa e inovadora, considerando o que se conhece atualmente a partir das descobertas da neurociência. Entre estas ideias, pode-se destacar a constituição da consciência a partir da internalização da experiência social, o funcionamento cerebral através de sistemas funcionais em oposição à visão localizacionista, os sinais como conexões extra-cerebrais de origem cultural e a defesa do monismo psicofísico, entre outros, caracterizando uma abordagem materialista da psique que entende o cérebro como a base material da consciência. Destaca-se a importância de considerar como parte da fundamentação da obra vigotskiana sua concepção sobre o humano enquanto organismo, o que não implica necessariamente em uma visão reducionista pelo contrário, a fundamentação filosófica materialista e marxista de Vigotski o exige. No que se refere à educação, debate-se a importância de reconhecer que a relação com a neurociência não deve servir como uma roupagem atual para a medicalização e patologização das relações escolares, ousando-se propor que, se alguma contribuição pode ser feita pela neurociência à educação, que seja a favor da defesa da potencialidade para o aprendizado de todos os alunos e alunas. / This thesis covers the concept of brain in the work of Vygotsky, analyzing how this concept relates to the foundations of cultural-historical psychology. It also discusses the possible educational implications of this approach, taking into account an educational setting where relationships between neuroscience and education receive increased attention from both camps. It is a theoretical work, based on Vygotsky\'s production in the period 1924 to 1934, the year of his death. Among the dozens of known works of the Belarusian psychologist, were selected and analyzed twenty texts in which the brain is the topic addressed in a more particularized. From this analysis, we concluded that Vygotsky\'s theories on the brain are deeply related to the foundations of cultural-historical psychology. His approach to the brain occurred in a dense and innovative, even considering what is currently known from the discoveries of neuroscience. Among these ideas, we can highlight the creation of consciousness from the internalization of social experience, brain function through functional systems as opposed to localizing view, the signals as extra-cerebral connections of cultural and defense of psychophysical monism, among other, featuring a materialist approach that understands the psyche of the brain as the material basis of consciousness. We emphasize the importance of considering as part of the grounds of its design work on the Vygotskyan as human body, which does not necessarily imply a reductionist view - on the contrary, the philosophical foundation of Marxist materialism and Vygotsky demands. In relation to education, debate the importance of recognizing that the relationship with neuroscience should not serve as a guise for the current medicalization and pathologizing school, daring to propose that if a contribution can be made by neuroscience to education, that is in favor of the defense capability for the learning of all pupils and students.

Esta tese procura identificar o conceito de cérebro na obra de Vigotski, analisando como este conceito relaciona-se com os fundamentos da psicologia histórico-cultural. A partir disso, discute possíveis implicações desse conceito para a educação, face a um cenário educacional onde as relações entre neurociência e educação recebem atenção crescente de ambos os campos. Trata-se de um trabalho teórico, baseado na produção teórica de Vigotski realizada no período de 1924 a 1934, ano de sua morte. Entre as dezenas de obras conhecidas do psicólogo bielorrusso, foram selecionados e analisados vinte textos nos quais o tema cérebro é abordado de forma mais particularizada. A partir dessa análise, pôde-se concluir que as teorias de Vigotski sobre o cérebro estão intrinsecamente relacionadas com os fundamentos da psicologia histórico-cultural. A abordagem vigotskiana do cérebro se deu de forma densa e inovadora, considerando o que se conhece atualmente a partir das descobertas da neurociência. Entre estas ideias, pode-se destacar a constituição da consciência a partir da internalização da experiência social, o funcionamento cerebral através de sistemas funcionais em oposição à visão localizacionista, os sinais como conexões extra-cerebrais de origem cultural e a defesa do monismo psicofísico, entre outros, caracterizando uma abordagem materialista da psique que entende o cérebro como a base material da consciência. Destaca-se a importância de considerar como parte da fundamentação da obra vigotskiana sua concepção sobre o humano enquanto organismo, o que não implica necessariamente em uma visão reducionista pelo contrário, a fundamentação filosófica materialista e marxista de Vigotski o exige. No que se refere à educação, debate-se a importância de reconhecer que a relação com a neurociência não deve servir como uma roupagem atual para a medicalização e patologização das relações escolares, ousando-se propor que, se alguma contribuição pode ser feita pela neurociência à educação, que seja a favor da defesa da potencialidade para o aprendizado de todos os alunos e alunas. / This thesis covers the concept of brain in the work of Vygotsky, analyzing how this concept relates to the foundations of cultural-historical psychology. It also discusses the possible educational implications of this approach, taking into account an educational setting where relationships between neuroscience and education receive increased attention from both camps. It is a theoretical work, based on Vygotsky\'s production in the period 1924 to 1934, the year of his death. Among the dozens of known works of the Belarusian psychologist, were selected and analyzed twenty texts in which the brain is the topic addressed in a more particularized. From this analysis, we concluded that Vygotsky\'s theories on the brain are deeply related to the foundations of cultural-historical psychology. His approach to the brain occurred in a dense and innovative, even considering what is currently known from the discoveries of neuroscience. Among these ideas, we can highlight the creation of consciousness from the internalization of social experience, brain function through functional systems as opposed to localizing view, the signals as extra-cerebral connections of cultural and defense of psychophysical monism, among other, featuring a materialist approach that understands the psyche of the brain as the material basis of consciousness. We emphasize the importance of considering as part of the grounds of its design work on the Vygotskyan as human body, which does not necessarily imply a reductionist view - on the contrary, the philosophical foundation of Marxist materialism and Vygotsky demands. In relation to education, debate the importance of recognizing that the relationship with neuroscience should not serve as a guise for the current medicalization and pathologizing school, daring to propose that if a contribution can be made by neuroscience to education, that is in favor of the defense capability for the learning of all pupils and students.

Much attention has been given to “bridging the gap” between research and practice since neuroscience research first made claim to its potential impact in classrooms. With the inception of Mind, Brain, and Education (MBE) as a new interdisciplinary field, an unprecedented opportunity to explore the educational implications of new research coming out of neuroscience has presented itself. And yet, the gap between research and practice persists while new problems arise as education looks to brain science for answers with ongoing social and academic difficulties faced by students. A critical bicultural methodology, grounded in a decolonizing interpretive approach, is utilized to interrogate the field of MBE in order to shed light on the epistemological power dynamics and social justice issues that inform the field. By examining the historical, philosophical, economic, and ideological roots of neuroscience and education, a colonizing epistemology and hidden curriculum of inequality is revealed. The lack of awareness of how MBE, if left unexamined, will continue to fall short of the democratic and socially just goals of education is also addressed. The argument made is that there exists an abyssal divide within the field that epistemologically privileges neuroscience with its reductionist, Eurocentric, and positivist discourse. The case is made that the field must move toward an itinerant position that honors hierarchical dialogue and praxis and places the voices, scholarship, and values of educators and students at the forefront of this educational movement, in order to close the gap between research and practice in emancipatory ways.

Nos último anos, o interesse acerca da compreensão dos funcionamentos do cérebro e da mente teve um crescimento vertiginoso. A Neurociência foi capaz de fornecer um novo entendimento acerca de diferentes processos cognitivos e desvendar as propriedades neurais que dão suporte à linguagem, ao entendimento aritmético, à realização de cálculos etc. Tais avanço são ainda pouco conhecidos e, por conseqüência, pouco utilizados pelos pesquisadores em Educação. Nesta pesquisa estabelecemos um diálogo efetivo entre a Educação e a Neurociência Cognitiva ao investigar uma questão ainda em aberto no Ensino de Ciências: a persistência das concepções espontâneas em Física. Combinamos o arcabouço teórico-metodológico da Neurociência com testes tradicionais em Ensino de Física, que foram validados e vem sendo utilizados há mais de três décadas em pesquisas na área. Especificamente, investigamos se diferentes padrões de respostas psicofisiológicas associadas a reações emocionais estariam vinculados a diferentes formas de representação de situações e fenômenos do mundo físico. Assim, investigamos as repostas de condutância galvânica da pele geradas em Experts (físicos e engenheiros) e Novatos (estudantes sem formação científica) ao responderem questões de Física e Controle (Matemática básica). Nossos resultados revelaram que os dois grupos apresentaram padrões de respostas emocionais bastante diferentes para os dois tipos de conteúdo. Nossos resultados permitem avançar no entendimento do papel das emoções na tomada de decisão de estudantes em testes tradicionais de levantamento de concepções alternativas, revelando possíveis influências de elementos emocionais na persistência destas concepções. Desta forma, estabelecemos uma nova abordagem de pesquisas em Educação Científica abrindo novas possibilidades de entendimento do processo de ensino e aprendizagem. / In the last years the interest on the understanding of the brain and mind grew extremely. The Neuroscience was able to provide a new understanding of different cognitive processes and unravel the neural properties that support language, arithmetic understanding etc. Such advances are still poorly understood and, consequently, little used by researchers in Education. This research established an effective dialogue between Education and Cognitive Neuroscience investigating a matter still open in Science Education: the persistence of misconceptions in Physics. We combine the theoretical and methodological approach used in neuroscience with traditional tests in Physics Teaching, which have been validated and has been used for more than three decades in research in the area. Specifically, we investigated whether different patterns of psychophysiological responses associated with emotional reactions were linked to different forms of representation of the physical world situations and phenomena. Thus, we investigated galvanic skin conductance responses generated in Experts (physicists and engineers) and Novices (students without a scientific background), to answer questions from Physics and Control (Basic Mathematics). Our results revealed that both groups showed patterns of emotional responses quite different for the two types of content. Our results allow the understanding of the role of emotions in decision making of students in traditional tests of misconceptions, revealing possible influences of emotional factors in the persistence of these conceptions. Thus, we established a new approach to research in Science Education by creating new possibilities for understanding the process of teaching and learning.

Nos último anos, o interesse acerca da compreensão dos funcionamentos do cérebro e da mente teve um crescimento vertiginoso. A Neurociência foi capaz de fornecer um novo entendimento acerca de diferentes processos cognitivos e desvendar as propriedades neurais que dão suporte à linguagem, ao entendimento aritmético, à realização de cálculos etc. Tais avanço são ainda pouco conhecidos e, por conseqüência, pouco utilizados pelos pesquisadores em Educação. Nesta pesquisa estabelecemos um diálogo efetivo entre a Educação e a Neurociência Cognitiva ao investigar uma questão ainda em aberto no Ensino de Ciências: a persistência das concepções espontâneas em Física. Combinamos o arcabouço teórico-metodológico da Neurociência com testes tradicionais em Ensino de Física, que foram validados e vem sendo utilizados há mais de três décadas em pesquisas na área. Especificamente, investigamos se diferentes padrões de respostas psicofisiológicas associadas a reações emocionais estariam vinculados a diferentes formas de representação de situações e fenômenos do mundo físico. Assim, investigamos as repostas de condutância galvânica da pele geradas em Experts (físicos e engenheiros) e Novatos (estudantes sem formação científica) ao responderem questões de Física e Controle (Matemática básica). Nossos resultados revelaram que os dois grupos apresentaram padrões de respostas emocionais bastante diferentes para os dois tipos de conteúdo. Nossos resultados permitem avançar no entendimento do papel das emoções na tomada de decisão de estudantes em testes tradicionais de levantamento de concepções alternativas, revelando possíveis influências de elementos emocionais na persistência destas concepções. Desta forma, estabelecemos uma nova abordagem de pesquisas em Educação Científica abrindo novas possibilidades de entendimento do processo de ensino e aprendizagem. / In the last years the interest on the understanding of the brain and mind grew extremely. The Neuroscience was able to provide a new understanding of different cognitive processes and unravel the neural properties that support language, arithmetic understanding etc. Such advances are still poorly understood and, consequently, little used by researchers in Education. This research established an effective dialogue between Education and Cognitive Neuroscience investigating a matter still open in Science Education: the persistence of misconceptions in Physics. We combine the theoretical and methodological approach used in neuroscience with traditional tests in Physics Teaching, which have been validated and has been used for more than three decades in research in the area. Specifically, we investigated whether different patterns of psychophysiological responses associated with emotional reactions were linked to different forms of representation of the physical world situations and phenomena. Thus, we investigated galvanic skin conductance responses generated in Experts (physicists and engineers) and Novices (students without a scientific background), to answer questions from Physics and Control (Basic Mathematics). Our results revealed that both groups showed patterns of emotional responses quite different for the two types of content. Our results allow the understanding of the role of emotions in decision making of students in traditional tests of misconceptions, revealing possible influences of emotional factors in the persistence of these conceptions. Thus, we established a new approach to research in Science Education by creating new possibilities for understanding the process of teaching and learning.

Está estabelecido na literatura de neurociência que ocorrem transformações no encéfalo de animais, devido à neuroplasticidade; estas podem ser potencializadas de acordo com os ambientes nos quais o indivíduo interage, assim como o tipo de interação estabelecida por este. Na literatura, a aplicação do conceito de ambiente enriquecido para a prática experimental mostra resultados favoráveis e significativos na aprendizagem e desenvolvimento de animais. Neste estudo, buscou-se ampliar o conceito de ambiente enriquecido para o ambiente educacional de um centro de ciência. Investigar a interação de alunos do 5º ano da rede pública de ensino, em ambiente educacional de oficinas de construção de brinquedos oferecidas, no Centro de ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), e possíveis aproximações com o conceito de ambiente educacional enriquecido, proposto neste estudo, constitui o objeto deste trabalho. Nesta investigação buscou-se destacar os componentes ambientais que influem no desempenho e na interação dos alunos durante as oficinas. A investigação, de natureza qualitativa, foi inspirada na metodologia de Estudo de Caso do tipo Etnográfico Aplicado à Educação, que indica a imersão do pesquisador no campo investigado para apreensão de relações e significados dos sujeitos, apenas realizada após longa permanência do pesquisador em campo. Foram utilizados como instrumentos entrevistas, gravação em áudio e em vídeo e adotado o diário de campo para registro das observações. Os dados mostraram incorporação de elementos conceituais de fenômenos observados durante a execução das oficinas, assim como busca ativa de explicação para compreensão desses fenômenos físicos identificados durante a interação dos alunos com os brinquedos. Por meio deste estudo, identificou-se a necessidade de considerar os ambientes educacionais em perspectiva integral, em seus componentes físico-estruturais e humanos. Em ambiente educacional, as aquisições por parte dos alunos não se restringem ao ensino e aprendizagem de conteúdos, mas também se realizam na mudança de atitudes e crenças, compreensão de fenômenos e aspectos do cotidiano, entendimento estético, identidade etc. Foi observado que alunos rotulados no ambiente escolar como aluno com distúrbios; com dificuldades de aprendizagem e ou comprometimento, no ambiente das oficinas de construção de brinquedos apresentaram desempenho e envolvimento tão bom ou melhor quanto os dos alunos considerados normais. O estudo destacou o papel do mediador e do professor como essencial na atividade, como parte dos elementos enriquecedores do ambiente de aprendizagem, em que sua expectativa em relação ao desempenho dos alunos, sua concepção de ensino e de aprendizagem e orientações oferecidas aos alunos influem significativamente no ambiente, condução da atividade e desempenho dos alunos. Desta forma, observamos que o ambiente de construção de brinquedos possui elementos que propiciam a aprendizagem, a interação e desenvolvimento dos alunos / It is well established in the literature of Neuroscience that transformations occur in the brain of animals due to neuroplasticity, these can be potentiated according to the environments in which the individual interacts, as well as the type and quality of interaction established by the individual. In the literature, the application of the concept of enriched environment for the experimental practice shows favorable and significant results in learning and development of animals. In this study, we sought to extend the concept of an enriched environment for the educational environment of a science center. To investigate the interaction of students in the 5th year of public school in the educational environment of workshops to build toys that are offered at the Centro de Ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), and possible approaches to the concept of enriched educational environment, proposed in this study are the objective of this research. In this study we sought to investigate the environmental components that influence the performance and interaction of students during the workshops. The research, qualitative in nature, was inspired by the methodology of case study Ethnographic Applied to Education type which indicates the immersion of the researcher in the investigated field for seizure of relationships and meanings of the subjects performed only after long enough residence of the researcher in the field. Interviews, audio and video recording were used as instruments along with the field diary to record observations. The data showed incorporation of elements of the conceptual phenomena worked during the workshops, as well as an active search for an explanation for understanding these identified physical phenomena during the students\' interaction with the proposed toys. Through this study, we identified the need to consider the educational environments in a comprehensive perspective on their physical-structural and human components. In the educational environment, acquisitions of knowledge by students are not restricted to teaching and learning contents, but also take place by changing attitudes and beliefs, understanding of the phenomena and aspects of everyday life, aesthetic understanding, identity, etc. It was also observed that students labeled at school as a student with learning problems, in the environment of the workshops to build toys showed involvement and performance as good or better as the students originally considered normal. The study highlighted the role of the mediators and the teacher as essential in the activity as part of the elements enriching the learning environment, in which their expectations regarding the performance of the students, their conception of teaching and learning and guidance offered to pupils significantly affect the environment, conducting the activity and performance of students. Thus, we observed that the environment of building toys might have physical and human elements to promote learning and students interaction and so it might be considered as enriched environment

Está estabelecido na literatura de neurociência que ocorrem transformações no encéfalo de animais, devido à neuroplasticidade; estas podem ser potencializadas de acordo com os ambientes nos quais o indivíduo interage, assim como o tipo de interação estabelecida por este. Na literatura, a aplicação do conceito de ambiente enriquecido para a prática experimental mostra resultados favoráveis e significativos na aprendizagem e desenvolvimento de animais. Neste estudo, buscou-se ampliar o conceito de ambiente enriquecido para o ambiente educacional de um centro de ciência. Investigar a interação de alunos do 5º ano da rede pública de ensino, em ambiente educacional de oficinas de construção de brinquedos oferecidas, no Centro de ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), e possíveis aproximações com o conceito de ambiente educacional enriquecido, proposto neste estudo, constitui o objeto deste trabalho. Nesta investigação buscou-se destacar os componentes ambientais que influem no desempenho e na interação dos alunos durante as oficinas. A investigação, de natureza qualitativa, foi inspirada na metodologia de Estudo de Caso do tipo Etnográfico Aplicado à Educação, que indica a imersão do pesquisador no campo investigado para apreensão de relações e significados dos sujeitos, apenas realizada após longa permanência do pesquisador em campo. Foram utilizados como instrumentos entrevistas, gravação em áudio e em vídeo e adotado o diário de campo para registro das observações. Os dados mostraram incorporação de elementos conceituais de fenômenos observados durante a execução das oficinas, assim como busca ativa de explicação para compreensão desses fenômenos físicos identificados durante a interação dos alunos com os brinquedos. Por meio deste estudo, identificou-se a necessidade de considerar os ambientes educacionais em perspectiva integral, em seus componentes físico-estruturais e humanos. Em ambiente educacional, as aquisições por parte dos alunos não se restringem ao ensino e aprendizagem de conteúdos, mas também se realizam na mudança de atitudes e crenças, compreensão de fenômenos e aspectos do cotidiano, entendimento estético, identidade etc. Foi observado que alunos rotulados no ambiente escolar como aluno com distúrbios; com dificuldades de aprendizagem e ou comprometimento, no ambiente das oficinas de construção de brinquedos apresentaram desempenho e envolvimento tão bom ou melhor quanto os dos alunos considerados normais. O estudo destacou o papel do mediador e do professor como essencial na atividade, como parte dos elementos enriquecedores do ambiente de aprendizagem, em que sua expectativa em relação ao desempenho dos alunos, sua concepção de ensino e de aprendizagem e orientações oferecidas aos alunos influem significativamente no ambiente, condução da atividade e desempenho dos alunos. Desta forma, observamos que o ambiente de construção de brinquedos possui elementos que propiciam a aprendizagem, a interação e desenvolvimento dos alunos / It is well established in the literature of Neuroscience that transformations occur in the brain of animals due to neuroplasticity, these can be potentiated according to the environments in which the individual interacts, as well as the type and quality of interaction established by the individual. In the literature, the application of the concept of enriched environment for the experimental practice shows favorable and significant results in learning and development of animals. In this study, we sought to extend the concept of an enriched environment for the educational environment of a science center. To investigate the interaction of students in the 5th year of public school in the educational environment of workshops to build toys that are offered at the Centro de Ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), and possible approaches to the concept of enriched educational environment, proposed in this study are the objective of this research. In this study we sought to investigate the environmental components that influence the performance and interaction of students during the workshops. The research, qualitative in nature, was inspired by the methodology of case study Ethnographic Applied to Education type which indicates the immersion of the researcher in the investigated field for seizure of relationships and meanings of the subjects performed only after long enough residence of the researcher in the field. Interviews, audio and video recording were used as instruments along with the field diary to record observations. The data showed incorporation of elements of the conceptual phenomena worked during the workshops, as well as an active search for an explanation for understanding these identified physical phenomena during the students\' interaction with the proposed toys. Through this study, we identified the need to consider the educational environments in a comprehensive perspective on their physical-structural and human components. In the educational environment, acquisitions of knowledge by students are not restricted to teaching and learning contents, but also take place by changing attitudes and beliefs, understanding of the phenomena and aspects of everyday life, aesthetic understanding, identity, etc. It was also observed that students labeled at school as a student with learning problems, in the environment of the workshops to build toys showed involvement and performance as good or better as the students originally considered normal. The study highlighted the role of the mediators and the teacher as essential in the activity as part of the elements enriching the learning environment, in which their expectations regarding the performance of the students, their conception of teaching and learning and guidance offered to pupils significantly affect the environment, conducting the activity and performance of students. Thus, we observed that the environment of building toys might have physical and human elements to promote learning and students interaction and so it might be considered as enriched environment