Neurociência em contextos educacionais: uma revisão sistemática de aplicações baseadas em evidências e neuromitos prevalentes
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As aplicações da neurociência em contextos educacionais constituem uma tendência central na pedagogia contemporânea baseada em evidências. No entanto, mitos sobre a função cerebral durante a aprendizagem ainda persistem na educação. O objetivo deste artigo foi analisar as aplicações da neurociência na educação sob uma perspectiva baseada em evidências. Foi realizada uma revisão sistemática, de acordo com os padrões PRISMA, na base de dados Scopus. Foram analisados 264 estudos utilizando ferramentas bibliométricas e 15 estudos utilizando análise temática quantitativa sobre os mitos e evidências da aplicação da neuroeducação em diversos contextos escolares. A análise temática foi desenvolvida utilizando o modelo PICO (população, intervenção, comparação e desfechos). Como resultado, observou-se um aumento exponencial nas publicações sobre neuroeducação nos últimos anos, com os países europeus liderando a produção científica e uma representação muito baixa de países latino-americanos. Paradoxalmente, observou-se um aumento de neuromitos na América Latina, principalmente associado à formação precária de professores, problemas de infraestrutura e desconexão com a pesquisa. Debates éticos persistem na literatura sobre a aplicação dos princípios da neurociência na educação devido à alta prevalência de neuromitos associados à desconexão entre práticas pedagógicas e abordagens científicas de ensino.
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