Neuropedagogy: Multiple views on the concept of intelligence

Authors

  • Hebert Balieiro Teixeira Universidade do Estado do Amazonas – UEA
  • Evandro Ghedin, Universidade Federal do Amazonas- UFAM

Keywords:

Neuropedagogy. Intelligence concept. Intelligence. Teaching-learning process. Didactics.

Abstract

It is about basic and technological research applied in the area of ​​teacher training and science teaching that takes Neurosciences, Cognitive Sciences and Philosophy of Mind as structuring epistemologies for the elaboration of the theoretical and practical foundations of Neuropedagogy. What is proposed is a multi-transdisciplinary approach to teaching and learning based on Neurosciences applied to education/teaching from a biological, Neurological, Psychological and Philosophical focus, aimed at acquiring information and expanding the concept of intelligence. This research is designed in a movement from the phenomenology of cognitive processes to a phenomenology of educational processes to a Neuropedagogical product of Science teaching. The proposed process combines explanation and understanding around a theorization of brain processes and their (self) organization. For the construction of the first chapter, we started with a survey on the knowledge produced and published in books and scientific journals in the areas of Neurosciences, Cognitive Sciences and Philosophy of Mind in the last 20 years, seeking to understand the neurological process of the acquisition of intelligence, being this question is of paramount importance to this study, basing it theoretically in order to analyze the various conceptions of intelligence and their influence on the didactic-pedagogical process for a Neuropedagogy. In the second chapter we tried to analyze the relationship between the teacher's subjective theory regarding the researched topic and her pedagogical practice. Through the present research, we can highlight the importance of understanding the various concepts of intelligence for the pedagogical didactic praxis of learning in Science teaching, but considering the current state of knowledge of Sciences mentioned above and the way in which professors operate in the teaching space. , the distance between these realities is evident, since many of the teachers do not know the neurological concepts of the brain to provide the student with a stimulus for better learning.

Author Biographies

Hebert Balieiro Teixeira, Universidade do Estado do Amazonas – UEA

Licenciado em Pedagogia, pela Escola Normal Superior, da Universidade do Estado do Amazonas – UEA. Especialista em Gestão Escolar pelo Instituto Dados da Amazônia - IDAAM e Universidade Gama Filho. Mestre em Educação em Ciências pela Universidade do Estado do Amazonas- UEA. Professor/Pedagogo - SEMED. 

Evandro Ghedin,, Universidade Federal do Amazonas- UFAM

Professor Titular-Livre da Faculdade de Educação da Universidade Federal do Amazonas (UFAM). Possui Pós-doutorado em Didática pela Faculdade de Educação da USP (2010). É Doutor em Filosofia da Educação pela USP (2004). Mestre em Educação pela UFAM (2000). Especialista em Antropologia da Amazônia pela UFAM. Especialista em Filosofia e Existência pela Universidade Católica de Brasília (UCB). Graduado em Filosofia pela UCB (1995). Professor Pesquisador na Rede Amazônica de Educação em Ciências e Matemática (REAMEC). Professor Permanente no PPGE-UFAM. Professor Permanente na EDUCANORTE. Tem experiência na área de Educação, com ênfase em Educação em Ciências, atuando principalmente nos seguintes temas: Didática e Formação de Professores; Metodologia da Pesquisa em Educação; Epistemologia; Educação em ciências; Filosofia da Educação. Atuou na Educação Básica da Rede Pública e Privada por 5 anos. É professor Universitário desde

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Published

2022-06-29

How to Cite

Teixeira, H. B. ., & Ghedin, E. . (2022). Neuropedagogy: Multiple views on the concept of intelligence. Revista Ibero-Americana De Humanidades, Ciências E Educação, 12–78. Retrieved from https://periodicorease.pro.br/rease/article/view/6074

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E-Books

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E-books

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License

Atribuição CC BY