Neurociência e formação docente: reflexões a partir de uma experiência de formação continuada voltada à prática pedagógica

Abstract

Continuing teacher education is an essential component of teachers' professional development, requiring educational programs that effectively integrate scientific knowledge with the practical demands of teaching. In this context, this study aimed to report and analyze the experience of a continuing teacher education course entitled “Neuroscience and Pedagogical Practices”, designed to bridge cognitive neuroscience and everyday educational practice. This qualitative, descriptive, and reflective study was conducted as an experience report involving 14 teachers from different educational levels. The course was organized into synchronous sessions interspersed with periods of self-directed study and was grounded in active learning strategies, reflective practice, and collaborative knowledge construction. The findings demonstrated that the course's instructional design promoted the activation of prior knowledge, collaborative learning, critical reflection, and the development of contextualized pedagogical strategies, enabling participants to transfer neuroscientific knowledge to authentic teaching situations. Furthermore, the course itself incorporated principles of the science of learning into its pedagogical design, ensuring coherence between the content addressed and the instructional strategies employed. It is concluded that continuing teacher education programs grounded in neuroscience evidence and organized according to the same learning principles they advocate represent a promising approach to strengthening teachers' professional development, pedagogical autonomy, and the implementation of more reflective, evidence-informed educational practices.