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Previous issue date: 2018-03-23 / 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 Peri?dicos da Capes and Google Acad?mico. The 4
doctoral dissertations and 12 master thesis were from Banco de Teses Capes and from
Banco Digital Brasileiro de Teses e Disserta??es. The temporal limitation of this study
was February 2016 considering the three databases and until June 2017 to Google
Acad?mico. 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. / Nesta tese, buscou-se investigar quais s?o as evid?ncias dispon?veis nos estudos
selecionados que relacionam neuroci?ncias e educa??o as quais possam ser utilizadas
por docentes a fim de potencializar as aprendizagens dos estudantes. Dessa forma, o
objetivo geral foi compreender como essas pesquisas favorecem a pr?tica docente
visando ? aprendizagem dos estudantes. Para tal, realizou-se uma metan?lise qualitativa,
cujos dados foram tratados por meio de An?lise Textual Discursiva (ATD). Os dados
para composi??o dessa investiga??o foram coletados em quatro bases eletr?nicas, sendo
a proced?ncia dos 54 artigos selecionados o Portal de Peri?dicos Capes e o Google
Acad?mico e das 4 teses e 12 disserta??es o Banco de Teses Capes e o Banco Digital
Brasileiro de Teses e Disserta??es. A limita??o temporal do estudo foi at? fevereiro de
2016 em tr?s bases e as do Google Acad?mico at? junho de 2017. Do processo de
An?lise Textual Discursiva, das 417 unidades de sentido, emergiram tr?s categorias, a
saber: (i) Indicadores Procedentes da Neuroci?ncia para Pr?tica Pedag?gica; (ii) A
Neuroci?ncia na Forma??o de Profissionais; e (iii) As Delibera??es do Campo da
Neuroci?ncia para os Contextos Educacional e de Pesquisa. Por meio da an?lise, foi
poss?vel afirmar que a aproxima??o entre neuroci?ncia e educa??o com o intuito de
contribuir com a aprendizagem dos estudantes depende da articula??o dos indicadores
para a pr?tica pedag?gica, da forma??o docente e da rela??o dos docentes com os
achados neurocient?ficos e suas intera??es com os neurocientistas. Os resultados do
estudo permitem sustentar a tese de que os professores podem valer-se de
conhecimentos disponibilizados pela neuroci?ncia a fim de potencializarem as
aprendizagens dos estudantes. Ademais, as aproxima??es entre neuroci?ncia e educa??o
por meio da metan?lise qualitativa, permitiram vislumbrar o potencial da preciosa
intera??o entre as ?reas, pois a complementa??o de saberes pode contribuir com a
pr?tica docente, a aprendizagem discente e, tamb?m, com a produ??o de novos
conhecimentos por meio de pesquisa.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/8021 |
| Date | 23 March 2018 |
| Creators | Richter, Luciana |
| Contributors | Lima, Valderez Marina do Ros?rio |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica, PUCRS, Brasil, Escola de Ci?ncias |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 3565627554998330423, 500, 500, -240345818910352367 |
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