CONTRIBUTIONS OF NEUROSCIENCE TO THE TEACHING-LEARNING PROCESS IN BASIC EDUCATION

Abstract

This article analyzes the contributions of neuroscience to the teaching-learning process in Basic Education, with special attention to aspects related to attention, memory, emotion, brain plasticity, and executive functions. The study was conducted through bibliographic research, using a qualitative approach and based on academic and scientific publications that discuss the relationship between neuroscience and education. The literature analysis showed that neuroscientific knowledge can make significant contributions to understanding learning processes by demonstrating that learning involves cognitive, emotional, and relational dimensions that are continuously interconnected in the school context. The results indicated that factors such as engagement, content review, emotionally safe environments, and meaningful pedagogical practices favor the consolidation of learning. It was also found that brain plasticity supports a less deterministic view of development, reinforcing the importance of teacher mediation and educational experiences in student formation. It is concluded that neuroscience offers relevant contributions to Basic Education, provided that its use occurs in a critical, interdisciplinary manner and in articulation with pedagogical knowledge, avoiding reductionism and oversimplified applications.