Distance Education (EAD) in the initial years of Elementary School in relation to pedagogical practices with an emphasis on neuroscience

The introduction of neuroscience needs to be considered in all teaching modalities. Among these, Distance Education (EAD) in the early years of elementary school, which was the focus of this study. Neurosciences contribute to distance education, as current knowledge about neurodevelopment and the functioning of the brain-mind complex helps in understanding how to learn. The acquisition of neuroscience knowledge enables the teacher to motivate, teach and evaluate students in a format compatible with brain functioning. The objective is to investigate teaching practices in the early years of Elementary School in the face of the information society, for autonomous and meaningful learning; through the case study. As well as highlighting the importance of neurosciences in the Distance Education (EAD) system in the early years of Elementary School. In this study, we opted for scientific bibliographical research, for using theoretical sources; qualitative for appropriating the subjectivities of the authors used and exploratory, for investigating the phenomenon “Distance Education (EAD) in the initial years of Elementary School in relation to pedagogical practices” approaching the scientific community, aimed at a teacher in the early years of Elementary School of private network in Campos dos Goytacazes/ RJ. From this study, it can be concluded that: learning is a result of neuroplasticity; the human brain does not complete its development, but is constantly restructured and reorganized; new ideas about cognition and development can provide new directions for education; neuroeducation is a proposal that has been growing and constituting a field and intersection between education and neuroscience.