Abstract:

The educational model in force in Brazil has not yet been adapted to the transformations provided by the computational advances and uses the so-called "Banking Education System" with the old notion of content transmission.This fact reinforce the need for new frontiers in Education and a great possibility is The Computational Neuropedagogy, which privileges the studies of Cognition and Technology as the basis for a new pedagogical approach in the proposal of a metacognitive school.

In this sense, the mental model of Internal Learning Cognitive Structures, which aims to enable metacognitive development, is based on the concept of transitivity to explain the passage from one language of knowledge to another and uses artificial intelligence from games to make the process computable. So-called "intelligent games" have the potential to progressively enable highly complex cognitive functions, constituting an instrument for the evaluation and acquisition of the Internal Learning Cognitive Structures.

Among the research done in the context of Computational Neuropedagogy studies in Brazil, there are a project of developing an intelligent game to aid the development of narrative discourse through neuroscientific models. The models involve important concepts of mathematics, biology and linguistics and they are fundamental to the study of cognition within the embodied mind.

This research, conducted through an action research methodology with elementary school children, aims to instigate the propagation of Computational Neuropedagogy and present data about the construction and design process of an intelligent game that through recursion explores the cognitive function of language, giving the player the widening of his narrative competence.

Keywords:

Internal Learning Cognitive Structures, metacognitive school, Computational Neuropedagogy, intelligent games, cognition.