Neurosciences and Education: An understanding of meaningful learning in Early Childhood Education

Abstract

This research is a dissertation carried out in the Master's Program in Science, Technology and Education of the Vale do Cricaré Faculty in São Mateus in Espírito Santo, which investigated, through a bibliographic review and interview (focus group), the that Neuroscience can bring to the teachers, uniting science and education, to achieve meaningful learning in Early Childhood Education. This work aimed to highlight neuroscience applied to learning and its contributions to the teacher's work to generate meaningful learning in Early Childhood Education, due to the knowledge of the functioning neurological of cognition that neuroscience brings to the professional. Neuroscience is increasingly emphasizing the importance of neurological knowledge in the fields of education. The justification for this dissertation lies in the search for a deeper understanding of the issues that address neuroscience as a basis to assist the teacher (pedagogue) in teaching meaningful learning, which begins in Early Childhood Education. This research focused on the problem: "How do Neurosciences contribute to the achievement of meaningful learning in early childhood education?", Seeking reflections on such questioning. Thus, the questions proposed in this instrument enabled a discussion about the study that had its main objective the contribution of Neuroscience to the achievement of meaningful learning in Early Childhood Education. After a focus group interview, it was possible to verify the interest and knowledge of teachers in the Early Childhood Education segment on Neurosciences and meaningful learning.