Take your hand in mine: A connection between neuroscience and education

Abstract

Fostered by inequality and poverty, social vulnerability can negatively impact human life. Advances in neuroscience indicate that such consequences gain new contours when there are stimuli for the brain under construction. In this sense, the central objective of the current study is to understand possibilities to improve learning performance, in a school context of high social vulnerability, through practices pedagogical that challenge executive functions. This is a case study, descriptive exploratory, whose method was initially dedicated to a bibliographical survey, to subsequently analyze the content of three interrelated studies, involving teacher training; analysis of executive functioning skills and pedagogical practices. The results suggest that challenging a child’s learning skills may affect their ability to deal with adverse situations in vulnerable environments, which, in turn, may change their life trajectory.

Social Vulnerability; Pedagogical Practice; Executive Functions; Teaching Training