Abstract:

Currently, neurosciences (BEAR, 2018), especially cognitive sciences (Sternberg, 2000; Trassi, 2020) seek to understand the learning process, its mechanisms and interactions beyond the biological or medical areas. They study how man learns and acts in the objective world and create strategies so that one can intervene in this process and obtain better cognitive and behavioral performance. Aware of the evolution of these studies focused on behavior and cognition, especially on the importance of memory (Izquierdo, 2002; Neufeld & Stein, 2001), emotion (WALLON, 1979), resilience in education (Boruchovitch, 1994), the researchers of the NeuroMil project of the Center for Personnel Studies (CEP), develop investigations with the objective of understanding the neurosciences as a theoretical-epistemological and methodological instrument for the teaching process of the Army Education and Culture System, aiming to intervene in the behavior of military personnel, with the aim of to increase the power of thinking and proposing educational solutions (Macedo & Boggio, 2016). So they work on two other goals. The first analyze the strategic objectives of the Brazilian Army, embodied in its Strategic Plan (PEEx), and focused on education. The second, to investigate the contributions of the discipline Introduction to Neuropsychopedagogy of the School Psych pedagogy course at CEP, to promote the articulation between neurosciences and military behavior, with a focus on neurosciences applied to Education. For the study, there are two stages. They are: a systematic review for the design of the state of the art on cognitive neurosciences. The analysis of the texts undergoes treatment in the “Table of Analysis of Academic-Scientific Texts”, which describe five dimensions. Namely: epistemological, theoretical, technical, morphological and analytical-conclusive. The second stage is the ethnographic approach, in which semi-structured questionnaires are applied to teachers and students via the Lime Survey software. Data collection in the classroom is done through participant observation and focus group. The descriptive and critical analysis of the corpus is supported by the Iramuteq software. The recording of classes is by means of filming. For both groups of participants the focus group is used. In its first results, it was observed the students' interest in the concepts and their practical application and the creativity to create theoretical learning games and practical application of the studied concepts. It is observed that neurosciences as a scientific device to develop cognition, especially with regard to their multiple intelligences (Gardner,1995; Gáspari, 2002) and intellectual styles provide knowledge to create teaching and learning strategies (Galvão & Jordão, 2012) to intervene in behavior.

Keywords:

Neurosciences, Teaching, Learning.