Estilos e ritmos de aprendizagem na perspectiva da neuroeducação: uma revisão bibliográfica com foco no ensino médio

Abstract

This study aims to analyze, from the perspective of neuroeducation, how recognizing individual learning styles and paces can contribute to the development of more personalized pedagogical practices grounded in neuroscientific evidence, with a focus on high school students. Through a literature review, the main foundations of neuroeducation related to the construction of knowledge are explored. Drawing on the contributions of authors such as António Damásio and Stanislas Dehaene, the discussion highlights how emotional factors and core brain functions—such as active engagement and consolidation—directly influence the learning process. The analysis reveals that while neuroscience does not provide ready-made answers or fixed models for education, it offers valuable insights for more effective teaching practices that are responsive to students' individual differences. The study also discusses the challenges teachers face in integrating neuroeducational knowledge into everyday school life, considering institutional constraints, gaps in teacher training, and the persistence of misconceptions about the brain, known as neuromyths. As a contribution, the research encourages critical reflection on the need to bridge science and educational practice, advocating for public policies that support ongoing teacher training and foster interdisciplinary dialogue between educators and researchers. By emphasizing the relevance of neuroeducation in promoting more humanized and inclusive teaching, this work contributes to expanding learning opportunities in high school and highlights the essential role of teachers in driving social transformation. Keywords: neuroeducation; learning; high