Resumo

RIGO, Daiana Yamila; LA BARRERA, María Laura de  e  TRAVAGLIA, Pamela. Design the Class. Contributions from Neurosciences and Educational Psychology. Rev. psicopedag. [online]. 2017, vol.34, n.105, pp. 268-275. ISSN 0103-8486.

The work we present aims to offer theoretical guidelines tending to promote a better understanding of the learning processes in academic environments, based on contributions from two disciplinary fields, Neuroscience and Educational Psychology. It also seeks to contribute to the improvement of class planning and instructional design in order to promote the development of executive functions, which will result in meaningful school learning and metacognitive behavior. The discussion and presentation will revolve around key questions, which serve as a guide to guide practice and redesign the classroom teaching-learning contexts, namely: How can the teacher encourage the development of executive functioning to arouse interest, participation and self-regulation by their students?, How to configure the class and the design of academic tasks to promote the implementation of executive functions? We show those traits and contextual factors that can positively influence the executive functions of the students, attending to a situated and distributed configuration of educational practices and position from a socio-constructivist perspective that allows improving the effects of instruction on learning and processes cognitive functions.

Palavras-chave : Educational Improvement; Executive Functions; Metacognition; Instructional Contexts.

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