Abstract
O artigo utiliza abordagens teóricas como simplexidade (simplexity) , neurociências e enactivismo para discutir cenários cotidianos de sala de aula. Busca transpor a clássica divisão bipolar entre mente e corpo, por meio destas abordagens das ciências cognitivas. Dois experimentos sobre o papel do corpo na didática são apresentados para demonstrar a relevância da conscientização do corpo, para melhorar o desempenho em sala de aula. O primeiro experimento utiliza o neurofeedback para medir a temperatura corporal, como meio para entender o papel do corpo na auto-regulação e gestão da atenção. O segundo utiliza um bracelete multi-sensor, que fornece dados sobre a energia gasta pelo professor nas atividades cotidianas em sala de aula. Pesquisadores italianos e brasileiros cooperam para que esta trajetória experimental de didática inclusiva, seja utilizada em classes com crianças e adolescentes com Déficit de Atenção e Hiperatividade.
Highlights
The article investigates from an educational perspective the role of the body in the teaching act, trying to associate the points of view of didactics with some recent approaches such as simplexity, neurosciences and Enactivism
We find in the literature various types of biofeedback: muscles, temperature, heart rate, breathing, skin conductance, brain waves
What do the professionals who work with didactics look for when they use non-invasive methods to monitor emotions, electrodermal activities, biofeedback, galvanic skin responses, heat flux, among other variables, during activities in the classroom instruments?
Summary
The body was always placed in a bipolar relationship in contrast to the mind. In this direction, in the Western thought, there are important contributions from Plato onwards[1], which give the body the role of passive channel of inputs from the brain world, or as mechanical executor of decisions and elaborations of the brain. There is a growing awareness in the cognitive sciences, the need to consider the (1) Didactics and Special Education at University of Macerata,UNIMC, Macerata, Italy. (4) Didactics and Technologies of Education at University of Macerata,UNIMC, Macerata, Italy
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