Neuromitos na Educação: Memória, Compreensão e o Mito dos Estilos de Aprendizagem
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A aproximação entre neurociência e educação impulsionou a neuroeducação, mas não evitou a circulação de interpretações simplificadas de resultados científicos no discurso pedagógico. Em 2007, a OCDE designou estes mal-entendidos como neuromitos. Este artigo analisa dois mitos persistentes, a oposição rígida entre memorização e compreensão e a crença na eficácia dos estilos de aprendizagem com base numa revisão narrativa crítica da literatura recente, articulada com contributos da ciência cognitiva e da investigação educacional. Aplica-se um enquadramento analítico que relaciona crenças, decisões pedagógicas e práticas, considerando a evidência disponível, as condições de implementação e os efeitos na retenção e na transferência da aprendizagem. Os resultados indicam que a crítica empiricamente sustentada incide sobre a memorização mecânica e descontextualizada, não sobre o papel da memória na aprendizagem, e que a hipótese do matching associada aos estilos raramente cumpre condições de validação robusta. Conclui-se que a mitigação destes mitos exige decisões pedagógicas avaliáveis e estratégias com suporte empírico consistente.
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