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APRENDIZAGEM 2.0 Neuroeducação e Metacognição na Aprendizagem na valência do Pré-Escolar: Uma Revisão da Literatura
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Abstract(s)
Através da pesquisa e interesse pela Aprendizagem e o modo como esta ocorre no período de frequência das crianças do pré-escolar, surgiram dois conceitos que podem fornecer conhecimentos e ferramentas para a compreender, nomeadamente a Neuroeducação, que estuda os mecanismos cerebrais relacionados com este processo, bem como a Metacognição, que coordena as aptidões cognitivas na sua envolvência.
O presente estudo surgiu por interesse e gosto pessoal, e pela curiosidade que tenho manifestado, acerca dos mecanismos cerebrais relacionados com a Aprendizagem. Porém, a concretização deste relatório, também serve para demonstrar a Neuroeducação e a Metacognição, como duas disciplinas que podem promover uma Aprendizagem considerável na educação pré-escolar.
Deste modo, surge como objetivo central: “qual o impacto/contributo da Neuroeducação e Metacognição na Aprendizagem na valência do Pré-Escolar?”. Como tal, para dar resposta a esta questão, realizou-se um enquadramento teórico com conceitos relacionados com a Neuroeducação, a Metacognição e a Aprendizagem, bem como uma análise temática, para sustentar a presente Revisão da Literatura.
A metodologia utilizada, permitiu aprofundar não só os conceitos inerentes ao estudo, como fornecer estratégias e ferramentas para aplicar duas disciplinas a Neuroeducação e a Metacognição, num contexto de ensino-aprendizagem, das crianças na valência do pré-escolar. Para tal, para a concretização da análise temática, realizou-se uma seleção de artigos, relacionados com a temática, e a sua análise de acordo com os seus elementos constituintes, nomeadamente, os aspetos teóricos relevantes, a metodologia e abordagem metodológica, bem como os resultados penitentes.
Os resultados obtidos no estudo, sugerem que a Neuroeducação tem pouco impacto nos educadores de infância, embora alguns demonstrem curiosidade sobre a mesma; a Metacognição revela-se importante, promotora, eficaz e vantajosa na valência do pré-escolar; e tanto a Neuroeducação como a Metacognição são duas disciplinas que sendo implementadas nas atividades lúdicas, poderão proporcionar uma Aprendizagem mais significativa no período pré-escolar.
Neuroeducation and Metacognition are two concepts that can provide knowledge and tools to understand Learning and how it occurs in pre-school education. The former studies the brain mechanisms related to the learning process and the last coordinates the cognitive abilities on its surroundings. The present study begins with my interest and curiosity about the brain mechanisms when related to Learning processes and it aims to demonstrate Neuroeducation and Metacognition, as two disciplines that promote Learning in pre-school education. The main objective of this study is to answer the following question: "What is the impact/contribution of Neuroeducation and Metacognition in Learning in the pre-school education?". In order to answer this question, a theoretical framework was developed with concepts related to Neuroeducation, Metacognition and Learning, as well as a thematic analysis to support this Literature Review. The methodology used allowed to deepen not only the concepts inherent to the study, but also to provide strategies and tools to apply the two disciplines, Neuroeducation and Metacognition, in the teaching-learning context, of children in pre-school education. In order to do this, a selection of articles related to the theme was carried out and its analysis was carried out according to its elements, namely the theoretical aspects, the methodology and methodological approach, as well as the penitent results. The results obtained in the study, suggest that Neuroeducation has little impact on the educators of childhood, although some of them show curiosity about it; Metacognition proves to be important, effective and advantageous in pre-school education; and finally, both Neuroeducation and Metacognition are disciplines that when implemented in the ludic activities can provide a more meaningful Learning in the preschool period.
Neuroeducation and Metacognition are two concepts that can provide knowledge and tools to understand Learning and how it occurs in pre-school education. The former studies the brain mechanisms related to the learning process and the last coordinates the cognitive abilities on its surroundings. The present study begins with my interest and curiosity about the brain mechanisms when related to Learning processes and it aims to demonstrate Neuroeducation and Metacognition, as two disciplines that promote Learning in pre-school education. The main objective of this study is to answer the following question: "What is the impact/contribution of Neuroeducation and Metacognition in Learning in the pre-school education?". In order to answer this question, a theoretical framework was developed with concepts related to Neuroeducation, Metacognition and Learning, as well as a thematic analysis to support this Literature Review. The methodology used allowed to deepen not only the concepts inherent to the study, but also to provide strategies and tools to apply the two disciplines, Neuroeducation and Metacognition, in the teaching-learning context, of children in pre-school education. In order to do this, a selection of articles related to the theme was carried out and its analysis was carried out according to its elements, namely the theoretical aspects, the methodology and methodological approach, as well as the penitent results. The results obtained in the study, suggest that Neuroeducation has little impact on the educators of childhood, although some of them show curiosity about it; Metacognition proves to be important, effective and advantageous in pre-school education; and finally, both Neuroeducation and Metacognition are disciplines that when implemented in the ludic activities can provide a more meaningful Learning in the preschool period.
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Keywords
Aprendizagem; Neuroeducação; Metacognição; Revisão da Literatura; Análise Temática Learning; Neuroeducation; Metacognition; Literature Review; Thematic Analysis.