PEDAGOGICAL PRACTICES, DEVELOPMENT OF CRITICAL TRANSITIVE CONSCIOUSNESS AND NEUROSCIENCE

• DOI: 10.22533/at.ed.5583422307114

• Palavras-chave: Pedagogical practices; Social vulnerability; Critical awareness; Equity; Neuroscience.

• Keywords: Pedagogical practices; Social vulnerability; Critical awareness; Equity; Neuroscience.

• Abstract:

  Excerpt from a doctoral study whose locus was a municipal public elementary school, in the interior of the State of São Paulo, inserted in a context of high social vulnerability with necessary and urgent educational, social and cultural demands, this text has The main objective is to highlight pedagogical practices that can contribute to critical awareness. Understanding that critical consciousness may not result directly from transformations in socially vulnerable contexts, as living conditions cannot, by themselves, transform naive consciousness, we argue that it is through human formation, which is supported by favorable historical conditions, that critical consciousness emerges. Transformations in social contexts can modify thoughts, ways of life, consciousness, and education plays a prominent role in this process. Education that can contribute to equity, combining with the possibility of transforming socially vulnerable contexts, working against fatalistic dominant ideologies, which stimulate, sustain and accommodate unjust realities and intransitive consciences. In this sense, using contemporary neuroscientific foundations, a relationship is established between conscious and purposeful pedagogical proposals that challenge possibilities to strengthen equity in education, bringing as fertilizers criticality and learning by domains, in the cognitive, affective and psychomotor spheres, to stimulate the developing brain. The general objectives selected for the current text consist of analyzing the work carried out with 60 children, by three 3rd year teachers; observe the pedagogical practices used and direct neuroscientific notes to improve criticality and creativity in learning. The pedagogical practices used involved language proposals with readings, interpretation and creation of texts, mathematical concepts and challenges, various art activities, which instigated imagination, creativity and criticality. It is observed that the activities developed have a considerable playful range, which can be an unparalleled resource for learning by domains and for brain development, criticality and creativity. Combining Paulo Freire, neuroscience and domain learning in pedagogical practices is not common. However, it is necessary to overcome naive transitive consciousness to reach critical consciousness. Opening up to what is new, but which is based on science, can free educators from conformism and restore hope that criticality and creativity can improve human brain structures and result in better choices for life and this can favor equity.