RESUMEN
The field of neuroscience has seen significant growth and interest in recent decades. While neuroscience knowledge can benefit laypeople as well as professionals in many different areas, it may be particularly relevant for educators. With the right information, educators can apply neuroscience-based teaching strategies as well as protect themselves and their students against pseudoscientific ideas and products based on them. Despite rapidly growing sources of available information and courses, studies show that educators in many countries have poor knowledge of brain science and tend to endorse education-related neuromyths. Poor English skills and fewer resources (personal, institutional and governmental) may be additional limitations in Latin America. In order to better understand the scenario in Latin America's largest country, we created an anonymous online survey which was answered by 1634 individuals working in education from all five regions of Brazil. Respondents stated whether they agreed with each statement and reported their level of confidence for each answer. Significant differences in performance were observed across regions, between educators living in capital cities versus the outskirts, between those teaching in private versus public schools, and among educators teaching different levels (pre-school up to college/university). We also observed high endorsement of some key neuromyths, even among groups who performed better overall. To the best of our knowledge, this is the first study to conduct a detailed analysis of the profile of a large group of educators in Brazil. We discuss our findings in terms of efforts to better understand regional and global limitations and develop methods of addressing these most efficiently.
RESUMEN
As mudanças na dimensão da infância no contexto familiar e no exercício da parentalidade nos últimos anos vêm chamando a atenção de profissionais ligados à Educação em virtude dos impactos na aprendizagem. A parentalidade excessiva (overparenting) tem se apresentado como uma tendência em algumas sociedades ocidentais, caracterizando-se pelo pouco estímulo dos pais para o desenvolvimento da autonomia da criança, grande interferência em âmbitos onde se espera que possa atuar por si, dificuldades em deixar que o filho lide com frustrações e as excessivas atividades extra-escolares para o desenvolvimento de capacidades e potenciais. Percebe-se que esta atuação dos pais tem trazido prejuízos ao processo de aprendizagem da criança, comprometendo a construção da autoria de pensamento e a constituição de um sujeito autônomo que possa atuar sobre o mundo(AU)
Changes in the dimensions of childhood within the family and in the exercise of parenting in recent years have been calling the attention of professionals involved in education because of the impact they are causing on learning. Excessive parenting (overparenting) has been presented as a trend in some Western societies, characterized by little encouragement from parents to the development of the child's autonomy, by huge interference where it is expected to be able to work by itself, by the difficulties in let the child deal with frustrations and by excessive extra-curricular activities for the development of potential abilities. Observations have been made that this action of the parents has brought losses to the child´s learning process, hindering the construction of authorship of thought and the creation of an autonomous subject able to act upon the world(AU)
RESUMEN
Este trabalho pretende abordar as principais intervenções psicopedagógicas para os problemas de aprendizagem em indivíduos portadores de TDAH, dando ênfase aos benefícios do uso de técnicas corporais nos atendimentos da clínica psicopedagógica, mais especificamente eutonia e relaxamento, a partir de pesquisa bibliográfica. O estudo faz uma relação entre o movimento e a construção do psiquismo, assim como sua relação com a atenção. Busca demonstrar que a aprendizagem se dá por meio do corpo, que o indivíduo com TDAH é um ser integrado em seus múltiplos aspectos e que os problemas de aprendizagem são processos complexos de muitas causas, sendo que para superá-los as intervenções psicopedagógicas deverão considerar o indivíduo em sua complexidade.(AU)
This paper aims to address the main psychoeducational interventions for learning problems in individuals with ADHD, emphasizing the benefits of using physical techniques in the care of psychoeducational clinic, more specifically eutony and relaxation, from literature. Does a relationship between the movement and the construction of the psyche, as well as its relationship to attention. It seeks to prove that learning takes place through the body, the individual with ADHD is being integrated into many aspects and problems of learning are complex processes of many causes, and to overcome them psychoeducational interventions should consider the individual in its complexity.(AU)
