Neurociencias e formação de professores: reflexos na educação e economia

Diego de Carvalho, Cyrus Antonio Villas-Boas

Resumo


Este ensaio discute as relacoes entre os niveis educacionais e a macroeconomia de uma regiao, passando pela formação de professores. O modelo educacional atual tem demonstrado falhas em educar individuos para as novas necessidades econômicas que requerem profissionais criativos e com capacidade de resolução de problemas. Defende-se aqui a ideia de identificação e promocao do desenvolvimento de habilidades naturais, o que, por fim, otimizaria o retorno econômico dos investimentos em educação. Propoe-se que seja ampliado, nos curriculos de formação de professores, o ensino de neurociencias. Assim, educadores poderao utilizar esse conhecimento para adequar seus metodos de ensino considerando o funcionamento neural. A mudanca no sistema educacional, que se inicia com a formação dos educadores, poderia aumentar a eficiencia do ensino e preparar melhor novos profissionais para as necessidades do mercado de trabalho, gerando ganhos à economia e à equidade de uma regiao.


Palavras-chave


Educação; Economia; Neurociencias; Formação de professores

Referências


ALDRICH, R. Neuroscience, education and the evolution of human brain. History of Education: Journal of the History of Education Society, v. 42, n. 3, p. 396410, 2013.

ANDERSON, M. C.; GREEN, C. Suppressing unwanted memories by executive control. Nature, v. 410, n. 6826, p. 366369, 15 March 2001.

ANSARI, D.; COCH, D. Bridges over troubled waters: education and cognitive neuroscience. Trends in Cognitive Sciences, v. 10, n. 4, p. 146151, 2006.

BERG, I. Education and jobs: The training robbery. New York: Harper Collins Press, 1971.

BRESNAHAN, T.; GAMBARDELLA, A.; SAXENIAN, A. Old Economy inputs for New Economy outcomes: Cluster formation in the New Silicon Valleys. Industrial and Corporate Change, v. 10, n. 4, p. 835860, 2001.

BYRNES, J. P.; FOX, N. A. The educational relevance of research in cognitive neuroscience. Educational Psychology Review, v. 10, n. 3, p. 297342, September 1998.

CAREW, T. J.; MAGSAMEN, S. H. Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning. Neuron, v. 67, n. 5, p. 685688, 2010.

CARNEIRO, P.; HECKMAN, J. J.; VYTLACIL, E. J. Estimating marginal returns to education. American Economic Review, v. 101, n. 6, p. 27542781, 2011.

CHRISTODOULOU, J. A.; GAAB, N. Using and misusing neuroscience in education-related research. Cortex, v. 45, n. 4, p. 555557, 2009.

COCH, D.; ANSARI, D. Thinking about mechanisms is crucial to connecting neuroscience and education. Cortex, v. 45, n. 4, p. 546547, 2009.

COLLINS, R. The credential society: A historical sociology of education and stratification. 1st ed. New York: Academic Press, 1979.

CONDLIFFE-LAGEMANN, E. An elusive science: The troubling history of educational research. 1st ed. Chicago: University of Chicago Press, 2002.

COSTA, J. C. C.; SOARES, S. P. L. Educao e pobreza: teoria da justia como equidade e a poltica do reconhecimento. Educao, Porto Alegre, v. 38, n. 1, p. 124137, 2015.

CUNHA, F.; HECKMAN, J. J. The technology of skill formation. American Economic Review, v. 97, n. 2, p. 3147, 2007.

CUNHA, F.; HECKMAN, J. J. Formulating, identifying and estimating the technology of cognitive and noncognitive skill formation. Journal of Human Resources, v. 43, n. 4, p. 738782, 2008.

DAVIS, H. A. Conceptualizing the role and influence of student-teacher relationships on childrens social and cognitive development. Educational Psychologist, v. 38, n. 4, p. 207234, 2003.

DAW, N. D.; SHOHAMY, D. The cognitive neuroscience of motivation and learning. Social Cognition, v. 26, n. 5, p. 593620, 2008.

DELLA SALA, S. (Org.). Mind myths: Exploring popular assumptions about the mind and brain. New York: Wiley, 1999.

FLETCHER, M.; SCHIRP, H. Neuromythologies. In: Organisation for Economic Co-operation and Development (OECD). Understanding the brain: Towards a new learning science. Paris: OECD Publishing, 2002. p. 6977.

GLEICHGERRCHT, E. et al. Educational Neuromyths Among Teachers in Latin America. Mind, Brain, and Education, v. 9, n. 3, p. 170178, 2015.

GOSWAMI, U. Neuroscience and education. British Journal of Educational Physiology, v. 74, n. 1, p. 114, 2004.

HECKMAN, J. J. Skill formation and the economics of investing in disadvantaged children. Science, v. 312, n. 5782, p. 19001902, 2006.

HECKMAN, J. J. Schools, skills, and synapses. Economic Inquiry, v. 46, n. 3, p. 289324, 2008.

HECKMAN, J. J. et al. The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, v. 94, n. 1-2, p. 114128, 2010.

HECKMAN, J. J.; KAUTZ, T. Hard evidence on soft skills. Labour Economics, v. 19, n. 4, p. 451464, 2012.

HECKMAN, J. J.; RUBINSTEIN, Y. The benefits of skill: The importance of noncognitive skills: Lessons from the GED testing program. American Economic Review, v. 91, n. 2, p. 145154, 2001.

HERCULANO-HOUZEL, S. Do you know your brain? A survey on public neuroscience literacy at the closing of the decade of the brain. The Neuroscientist: a review journal bringing neurobiology, neurology and psychiatry, v. 8, n. 2, p. 98110, April 2002.

HOWARD-JONES, P. A. Neuroscience and education: myths and messages. Nature Reviews Neuroscience, v. 15, n. 12, p. 817824, December 2014.

IMMORDINO-YANG, M. H.; DAMASIO, A. We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, v. 1, n. 1, p. 310, 2007.

INSTITUTO NACIONAL DE ESTUDOS E PESQUISAS EDUCACIONAIS ANSIOTEIXEIRA - INEP. ndice de desenvolvimento da educao bsica (IDEB - 2014). Disponvel em:

JOHNSON, C. Credentialism and the Proliferation of Fake Degrees: The Employer Pretends to Need a Degree; The Employee Pretends to Have One. Hofstra Labour and Employment Law Journal, v. 23, n. 2, p. 269343, 2006.

KELLEY, A. E.; BERRIDGE, K. C. The neuroscience of natural rewards: relevance to addictive drugs. The Journal of neuroscience, v. 22, n. 9, p. 33063311, 2002.

KUHN, T. S. A estrutura das revolues cientficas. 10. ed. So Paulo: Editora Perspectiva, 2010.

MASON, L. Bridging neuroscience and education: a two-way path is possible. Cortex, v. 45, n. 1, p. 548549, 2009.

MCGAUGH, J. L. Memory: a Century of consolidation. Science. v. 287, n. 5451, p. 248251, 17 January 2000.

MEDINA, J. Brain Rules: 12 principles for surviving and thriving at work, home and school. 1st ed. Seatle, WA: Pear Press, 2009.

NOBELPRIZING.ORG. James J. Heckman: Biographical. Disponvel em:

ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT OECD. Understanding the Brain: the Birth of a Learning Science. New insights on learning through cognitive and brain science. OECD/CERI International Conference Learning in the 21st Century: Research, Innovation and Policy, 2008. Disponvel em:

ROBINSON, K. Do schools kill creativity? In: GLOBAL TED, 2006. Disponvel em:

ROBINSON, K. Bring on the learning revolution! In: GLOBAL TED, 2010. Disponvel em:

SCHACTER, D. L.; ADDIS, D. R. Constructive memory: The ghosts of past and future. Nature. v. 445, n. 7123, p. 27, 04 January 2007.

SCHWARTZ, M. Mind, Brain and Education: A decade of evolution. Mind, Brain and Education. v. 9, n. 2, p. 6471, 2015.

TONEGAWA, S. et al. Memory engram storage and retrieval. Current Opinion in Neurobiology. v. 35, n. 1, p. 101-109, 2015a.

TONEGAWA, S. et al. Memory engram cells have come of age. Neuron. v. 87, n. 5, p. 918931, 2015b.

WILLINGHAM, D. T. Three problems in the marriage of neuroscience and education. Cortex. v. 45, n. 1, p. 544545, 2009.




DOI: http://dx.doi.org/10.1590/s0104-40362018002601120

Apontamentos

  • Não há apontamentos.




Direitos autorais 2018 Revista Ensaio: Avaliação e Politicas Públicas em Educação

Licença Creative Commons
Este obra está licenciado com uma Licença Creative Commons Atribuição-NãoComercial 4.0 Internacional.

SCImago Journal & Country Rank