Teachers' conceptions of knowledge management and neuroscience from teacher training

Abstract

The purpose of this article refers to teachers' conceptions regarding their performance based on pedagogical practice and management of the teaching and learning process arising from their initial training. This research considers knowledge management as a set of techniques and tools to identify and use information assets, and neuroscience as a resource to mobilize knowledge in the classroom space. The objective was to investigate the conceptions of high school teachers at a private institution about knowledge management and neuroscience in pedagogical practices from their initial training. This is an applied research with a qualitative approach of an exploratory nature, with an analytical-descriptive orientation, using a semi-structured interview. Eight high school teachers from a private institution in the northern region of Paraná participated. Some relationships between classroom management and neuroscience understood during the sharing of knowledge in the teaching and learning process, as well as it is evident that Knowledge Management and Neuroscience can instrumentalize and improve the practice of the learning process.