NEUROSCIENCE AND LEARNING: THE BRAIN AS THE BASIS OF THE ACT OF LEARNING

Abstract

School learning involves biological and cognitive processes, but it is also built through interactions, social practices, and experiences lived in the classroom. In recent decades, neuroscience studies have shown that learning implies reorganizations within the central nervous system, especially through the formation and strengthening of synaptic connections that support the consolidation of knowledge. Pantano and Zorzi (2009) emphasize that the brain integrates environmental stimuli, selects relevant information, and transforms experiences into neural networks that enable new cognitive acquisitions. In this sense, understanding mechanisms such as attention, memory, and emotion can contribute to pedagogical practices that are more consistent with human functioning, provided that this dialogue is not interpreted as an automatic formula for teaching. Bartoszeck (n.d.) warns about the risk of neuromyths and oversimplified readings, reminding us that neuroscientific knowledge must be critically articulated with educational theories and with the concrete conditions of schooling. Thus, this chapter discusses contributions of neuroscience to the educational field, emphasizing that learning is not limited to the memorization of content, but involves processes of meaning-making, motivation, and participation. By engaging with theoretical foundations and pedagogical implications, the chapter seeks to expand teachers’ reflection on how to organize more consistent learning experiences, respecting different rhythms, trajectories, and diverse ways of learning.

DOI: https://doi.org/10.56238/sevened2026.001-040