Neuroscience for education: stimulation of cognitive abilities in search of an effective learning

Authors

• Letícia Priscila Pacheco Instituto Federal Sul-rio-grandense, Pontifícia Universidade Católica do Rio Grande do Sul

DOI:

https://doi.org/10.17058/signo.v50i99.20453

Keywords:

Neuroscience, Learning, Cognition, Executive Functions, Metacognition

Abstract

This article proposes a theoretical reflection on how knowledge of neuroscience can improve the quality of lessons and pedagogical interventions for typical and atypical students. We start from themes such as neuroplasticity, attention, motivation, executive functions and metacognition, and thus look for neuropsychopedagogical evidence that accounts for the learning process. From the perspective of the interface between neuroscience and education, we look at how the proper development of executive functions and metacognition can impact the way people learn and how they can contribute to more positively expressive results in classroom experiences in regular schools. This article is relevant because it contributes to the knowledge of education professionals and is presented as a tool to help build teaching knowledge in the field of cognition. The sciences of cognition play a very important role in school education, especially with regard to stimulating executive functions and metacognition, in order to improve the learning process in a variety of contexts.

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