Tendências e desafios pós-pandêmicos nos anos finais do ensino fundamental: um estado da arte à luz da neuroaprendizagem

Abstract

This work addresses post-pandemic trends and challenges in the final years of elementary education, focusing on the application of neuroeducation concepts to understand the changes and adaptations in the educational process. The research problem that emerged was, "How can neuroeducation contribute to addressing the educational challenges in the final years of elementary education resulting from the COVID-19 pandemic, promoting more effective pedagogical practices in the post-pandemic context?" The study aims to understand the impact of adapted pedagogical practices during the pandemic on teaching and learning strategies, particularly considering the application of neuroscience principles. It also seeks to identify the main emerging trends in the use of educational technologies and investigate the challenges faced by educators and students in implementing teaching practices. The research was conducted through a State of the Art study, analyzing articles, theses, and dissertations relevant to the theme. The results reveal that the integration of educational technologies and the use of digital platforms have become central elements in the new educational landscape, requiring new pedagogical strategies. The importance of continuous teacher training to face the challenges imposed by this context is highlighted. The main authors discussed include Dieterich et al. (2023); Silva (2022); Santos (2020); Costa (2021); Vilaça (2024); Lima (2020), and Brasil (2021). The results indicate that the teaching-learning process was profoundly impacted by the changes resulting from the pandemic, emphasizing the need for educational practices that consider cognitive aspects based on neurolearning principles. It is concluded that adaptation to the new reality requires a joint effort by teachers, administrators, and educational institutions to promote more effective and inclusive education.