Educação inclusiva: uma proposta neuroeducativa

Abstract

Inclusive educationastype of educationofferedinthe regular school systemis a rightupheld by theLaw of Guidelines andBases, 1996. However, to putthis proposalinto practiceremains a majorchallenge for professionalsinvolved inthe process ofteaching and learning. In this sense, a perspectivefocused onmultidisciplinary integration, which meansthe process ofteaching and learningasinteraction betweenstimuli from theexternal environmentand the brain, it becomes essentialfor effectiveinclusive education. Thus, this study sought alink betweenpsychology, neuroscienceandeducation, transforming the system of teaching and learningthroughnew practicesprepared in accordance withthe harmonious functioningofthe brain, learning and human development. Theobjective of this studywasto promotea discussionaboutthe pedagogical practicesof inclusive educationand its effects onschool development, from the studyof acase involvinga childof eightyears,previously diagnosed withattentiondeficit disorderand hyperactivity(ADHD )fromyour referralto treatment. Based onits analysis,it was concluded thatinclusive practicesshould be incorporatedfrom thecollaborationbetween thefields of psychology, neuroscienceand educationwith an eyedirectedway to learnthechildwith ADHD.