A carregar...
Publicação
Da neurobiologia das relações precoces à neuroeducação
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 286.78 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Partindo do pressuposto relativamente recente, mas largamente aceite, de que “a mente emerge a partir da actividade do cérebro, cuja estrutura e função são directamente moldadas pela experiência interpessoal.” (Siegel, 2004, p.17), o presente artigo procura enfatizar o papel que as primeiras experiências de vida, particularmente as ligações humanas interpessoais, desempenha no estabelecimento das ligações neuronais, assim como nas vivencias neuroquímicas cerebrais do bebé. Defendendo que as primeiras experiências do bebé podem ser particularmente cruciais na forma como as estruturas básicas do cérebro se desenvolvem, procura-se aqui estabelecer uma ponte com uma área emergente do saber, a neuroeducação.
Having in mind the relatively recent but widely accepted assumption that “a mente emerge a partir da actividade do cérebro, cuja estrutura e função são directamente moldadas pela experiência interpessoal."1 (Siegel 2004, p. 17), this article seeks to emphasize the role that early life experiences, particularly interpersonal human connections, play in the establishment of neuronal connections, as well as in baby´s neurochemical brain experiences. Advocating that baby´s first experiences can be particularly crucial in how brain’s basic structures develop, an attempt is made here to build a bridge with an emerging area of knowledge – neuroeducation. Taking the brain as the organ par excellence for learning and knowing that “alterando a actividade e a estrutura das ligações existentes entre os neurónios, a experiência molda directamente os circuitos responsáveis por processos como a memória, a emoção e a auto-consciência."2 (Siegel, 2004, p. 18) and that these processes are directly involved in learning, it is essential to understand the neurobiological perspective of early relationships, as anticipatory or predictive modes of brain functioning that may become favorable or unfavorable to teaching-learning process itself. Since neuroeducation seeks to establish pedagogical practice, including highlighting pedagogical strategies that respect the way the brain works, we seek here to highlight the role of early relationships in baby’s brain development, prior to the action of pedagogical practice. Thus, starting from a short definition and framework of what is meant by neuroeducation, its main principles and areas of confluence, a small literature review will be made regarding the bonding, its quality and impact at baby´s brain chemistry level. Empirical results where this quality is impaired or absent will also be presented, particularly in cases of maternal depression and child abuse. We will seek to identify brain functioning implications arising from these results and medium term consequences later to manifest in teaching-learning process contexts.
Having in mind the relatively recent but widely accepted assumption that “a mente emerge a partir da actividade do cérebro, cuja estrutura e função são directamente moldadas pela experiência interpessoal."1 (Siegel 2004, p. 17), this article seeks to emphasize the role that early life experiences, particularly interpersonal human connections, play in the establishment of neuronal connections, as well as in baby´s neurochemical brain experiences. Advocating that baby´s first experiences can be particularly crucial in how brain’s basic structures develop, an attempt is made here to build a bridge with an emerging area of knowledge – neuroeducation. Taking the brain as the organ par excellence for learning and knowing that “alterando a actividade e a estrutura das ligações existentes entre os neurónios, a experiência molda directamente os circuitos responsáveis por processos como a memória, a emoção e a auto-consciência."2 (Siegel, 2004, p. 18) and that these processes are directly involved in learning, it is essential to understand the neurobiological perspective of early relationships, as anticipatory or predictive modes of brain functioning that may become favorable or unfavorable to teaching-learning process itself. Since neuroeducation seeks to establish pedagogical practice, including highlighting pedagogical strategies that respect the way the brain works, we seek here to highlight the role of early relationships in baby’s brain development, prior to the action of pedagogical practice. Thus, starting from a short definition and framework of what is meant by neuroeducation, its main principles and areas of confluence, a small literature review will be made regarding the bonding, its quality and impact at baby´s brain chemistry level. Empirical results where this quality is impaired or absent will also be presented, particularly in cases of maternal depression and child abuse. We will seek to identify brain functioning implications arising from these results and medium term consequences later to manifest in teaching-learning process contexts.
Descrição
Palavras-chave
relações precoces neuroeducação intervenção precoce desenvolvimento cerebral early experience neuroeducation brain development early intervention
Contexto Educativo
Citação
Seixas, S. (2014). Da neurobiologia das relações precoces à neuroeducação. Interacções, vol. 10, 30, 44-71.
Editora
Escola Superior de Educação do Instituto Politécnico de Santarém (ESE|IPSantarém)