Open and Distance Learning (ODE) in the early years of elementary school in the face of pedagogical practices with an emphasis on neuroscience
Palabras clave:
ODE, Neuroscience, Teaching practicesResumen
The introduction of neuroscience needs to be considered in all teaching modalities. Among these is distance education in the early years of elementary school, which was the focus of this study. Neuroscience contributes to distance education because current knowledge about neurodevelopment and the functioning of the brain-mind complex helps us to understand how people learn. Acquiring knowledge of neuroscience enables teachers to motivate, teach and assess their students in a way that is compatible with brain function. The aim is to investigate teaching practices in the early years of elementary school in the face of the information society, for autonomous and meaningful learning; through a case study. It also aims to highlight the importance of neuroscience in the distance education system in the early years of elementary school. In this study, we opted for bibliographical scientific research, because it used theoretical sources; qualitative, because it appropriated the subjectivities of the authors used; and exploratory, because it investigated the phenomenon of “Distance Education (DE) in the early years of elementary school in relation to teaching practices”, bringing it closer to the scientific community, aimed at a teacher of the early years of elementary school in the private network in Campos dos Goytacazes/RJ. Based on this study, it can be concluded that: learning is the result of neuroplasticity; the human brain does not end its development, but constantly restructures and reorganizes itself; new ideas about cognition and development can give new directions to education; neuroeducation is a proposal that is growing and becoming a field and intersection between education and neuroscience.
