Diálogos entre a teoria da aprendizagem significativa e a neuroaprendizagem para o ensino de física

Abstract

This article is a bibliographic study of a qualitative nature, on the Theory of Meaningful Learning (TML) and Neurolearning (NL). The TML has Marco Antonio Moreira as its main theoretician mentioned in this article, while the NL research is scarce, but we highlight the work of Guilherme Brockington that relates neuroscience and physics teaching. This article aimed to find points of convergence and divergence between these two theories. From these relationships, we developed a material that contains guidelines that aim to help high school physics teachers in the construction of classes that contribute to a meaningful learning. In addition to the material with the guidelines, this research brings theoretical/practical subsidies for teachers in the area of Physics Teaching, contributing to their teaching practice.