Banca de QUALIFICAÇÃO: RAYSSA NAYARA VENANCIO BEZERRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : RAYSSA NAYARA VENANCIO BEZERRA
DATE: 29/06/2026
TIME: 13:00
LOCAL: https://meet.google.com/ftd-zpcz-tcz
TITLE:

Neuromyths in Education and the Promotion of Scientific Literacy

KEY WORDS:

Neuromyths; Education; Literacy; Science

PAGES: 56
BIG AREA: Ciências Exatas e da Terra
AREA: Matemática
SUMMARY:

Neuromyths are pseudoscientific beliefs about brain function and behavior. Their dissemination among teachers can compromise learning by guiding pedagogical practices without scientific backing. The aim of this study was to evaluate the occurrence and response patterns to neuromyths among Basic Education teachers in the state of Rio Grande do Norte at three different times. To this end, we used two questionnaires, in which participants indicated agreement, disagreement, or lack of knowledge for each statement. The first questionnaire, with 40 statements, some of which have already been reported in the literature, was applied to teachers in the State Education Network (N=109). The average number of correct answers on this instrument was 22.4±4.2 (mean±standard deviation, ~56%), a value close to what would be expected by chance in a binomial distribution. The lowest success rates were observed in statements related to the dichotomy between emotion and reason (7% success rate), sensory perception (16%), and neurological disorders (18%). No significant differences were found in the success rate based on sex, highest degree, or area of study. In turn, the second questionnaire, with 32 statements, emphasized ideas and concepts disseminated on social networks. This instrument, applied to teachers from a private elementary school in Santa Cruz (N=23), had 21.8±1.8 (mean±standard deviation, ~70%) correct answers. In this data collection, the lowest success rates were related to didactic and learning processes (9%), relationships between brain modifications and consciousness (15%), innate abilities (26%), mereological fallacy (26%), and cognitive training (33%). The results identify critical areas of lack of knowledge and suggest priority themes to be addressed in teacher training actions, with the aim of mitigating misconceptions about neuroscience among Basic Education professionals.

COMMITTEE MEMBERS:
Presidente - 1728817 - CLAUDIO MARCOS TEIXEIRA DE QUEIROZ
Externa ao Programa - 3113108 - ETIENNE LAUTENSCHLAGER - nullExterno à Instituição - MANASSES PEREIRA NOBREGA - UERN