Neuroscience and education: proposals and contributions to contemporary learning

With the advancement of neuroscience in recent years, it is important to reflect on applications in the classroom and oppose shallow interpretations of scientific studies. Therefore, this study seeks to accentuate the existing interface between neuroscience and education, aiming to improve the teaching-learning process, under interdisciplinary visions and panoramas, and, above all, to avoid the proliferation of the so-called neuromyths rooted in education. The objective is to promote subsidies for teachers and education professionals in the appropriation of neuroscience knowledge in order to incorporate them into the classroom praxis. The problem was guided by the question of which contributions from the neuroscientific field directly affect pedagogical practice and learning. The methodology was based on a literature review with qualitative bibliographical research. Of the 88 articles found through the keywords, "neuroscience", "education" and "classroom", only 6 met the requirements based on the previously described objective. With regard to subsidizing future research, considering the current educational challenges, the results show that the neuroscience/education interrelation can reflect in the context of the classroom, contribute to the training of teachers and scientists mutually, in the knowledge of the brain, in the evolution of successful strategies and interventions in everyday educational and neuroscientific contexts.