Percepções dos professores sobre o fenômeno da neuroeducação em uma instituição pública colombiana

Abstract

The general purpose of this study, product of a research process at doctoral level, was to know the teachers’ perception of neuroeducation. For this purpose, theinterpretative paradigm was used, following the qualitative strategy proposed in the grounded theory in order to generate knowledge through the process ofunderstanding and interpreting neuroeducation in 8 teachers in their educational context. Accordingly, this research used in-depth interviews and participant observation as techniques. For data processing, the analytical strategies of the inductive thematic analysis software, Atlas/ti and content analysis were used. For the validation of the collection instruments, we proceeded to the judgment of three experts with doctoral degrees was used to evaluate criteria related to the wording, relevance, sufficiency and coherence. Among the findings, significant results were found for the teaching work and for the teaching-learning process in a public institution in the city of Monteria, Colombia. In the first place, information was generated on the current role of neuroeducation in educational processes and practices, and, secondly, different perspectives related to the pedagogical task were generated, making possible a different view and meaning in the teachingpractice based on the evidence provided by neuroeducation, creating spaces for reflection, self-criticism and feedback of the pedagogical task of teaching. It is concluded that there is little knowledge and mastery in the pedagogical practice of teachers about neuroeducation and it is recommended a change in teaching strategies, where didactic tools based on the way the brain learns are approached.