FORMACIÓN CONTINUA DE PROFESORES Y PRÁCTICAS INCLUSIVAS A LA LUZ DE LAS NEUROCIENCIAS: UN ANÁLISIS INTERVENTIVO EN LA ATENCIÓN AL TDAH
DOI:
https://doi.org/10.66104/yvy5pn76Palabras clave:
Formación continua de docentes; Educación inclusiva; Neurociencias y aprendizaje; TDAH; Prácticas pedagógicas inclusivas.Resumen
Este estudio analiza las contribuciones de un programa de formación continua para docentes, basado en las neurociencias, para la mejora de las prácticas pedagógicas inclusivas dirigidas a la atención de estudiantes con trastorno por déficit de atención e hiperactividad (TDAH). Se parte del supuesto de que la consolidación de la educación inclusiva exige no solo ajustes normativos, sino también la cualificación epistemológica y metodológica del trabajo docente, especialmente en lo que se refiere a la comprensión de los procesos neurobiológicos implicados en el aprendizaje. La investigación, de enfoque cualitativo con complemento cuantitativo descriptivo, se desarrolló con 15 profesores de los últimos años de la enseñanza básica, mediante la realización de un grupo focal, la implementación de un curso formativo y la aplicación de un instrumento de evaluación pre y post intervención. El análisis de los datos, realizado sobre la base de la técnica de análisis de contenido, puso de manifiesto una ampliación significativa de la comprensión docente sobre la relación entre las funciones ejecutivas, la atención y el aprendizaje, así como una mayor seguridad en la adopción de estrategias pedagógicas diferenciadas. Los resultados indican que la articulación entre las neurociencias y la formación continua favorece la construcción de prácticas inclusivas más consistentes, al desplazar la comprensión del TDAH de una perspectiva exclusivamente conductual a un enfoque pedagógico fundamentado. Se concluye que los programas formativos basados en fundamentos neuroeducativos pueden contribuir a la reducción de prácticas excluyentes y al fortalecimiento de la mediación pedagógica en contextos heterogéneos, aunque su eficacia depende de la continuidad institucional y la integración en las políticas de desarrollo profesional docente.
Descargas
Referencias
ANGROSINO, Michael. Doing ethnographic and observational research. 3. ed. London: Sage, 2024.
APPLE, Michael W. Educação, poder e reformas contemporâneas. 2. ed. São Paulo: Cortez, 2025.
BALL, Stephen J. Educação e performatividade: políticas, avaliação e gestão escolar. 2. ed. Porto Alegre: Penso, 2024.
BARDIN, Laurence. Análise de conteúdo. Lisboa: Edições 70, 2023.
BIESTA, Gert. The rediscovery of teaching: educational purposes in a time of evidence-based reform. 2. ed. London: Routledge, 2024.
BOGDAN, Robert; BIKLEN, Sari. Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora, 2023.
CAST. Universal Design for Learning Guidelines version 3.0. Wakefield, MA: CAST, 2024.
COHEN, Louis; MANION, Lawrence; MORRISON, Keith. Research methods in education. 9. ed. London: Routledge, 2023.
CONOVER, W. J. Practical nonparametric statistics. 4. ed. Hoboken: Wiley, 2023.
CRESWELL, John W.; PLANO CLARK, Vicki L. Designing and conducting mixed methods research. 4. ed. Thousand Oaks: Sage, 2024.
DARLING-HAMMOND, Linda et al. Effective teacher professional development: research, policy and practice. Educational Researcher, Washington, DC, v. 53, n. 2, p. 85–102, 2024.
DARLING-HAMMOND, Linda et al. Professional learning in the learning profession: a status report on teacher development. Washington, DC: Learning Policy Institute, 2023.
DENZIN, Norman K. The research act: a theoretical introduction to sociological methods. 4. ed. New York: Routledge, 2024.
DYOSINI, Thandiwe. Neurodiversity and inclusive schooling: critical perspectives in contemporary education. International Journal of Inclusive Education, London, v. 29, n. 3, p. 311–328, 2025.
FIELD, Andy. Discovering statistics using IBM SPSS statistics. 6. ed. London: Sage, 2024.
FLICK, Uwe. An introduction to qualitative research. 7. ed. London: Sage, 2024.
FLORIAN, Lani; SPRATT, Jennifer. Inclusive pedagogy and teacher education reform. Teaching and Teacher Education, Amsterdam, v. 128, p. 104142, 2024.
GATTI, Bernadete A. Formação de professores no Brasil: fundamentos e perspectivas contemporâneas. Campinas: Autores Associados, 2024.
GIL, Antonio Carlos. Métodos e técnicas de pesquisa social. 8. ed. São Paulo: Atlas, 2023.
GUEST, Greg; NAMEY, Emily; MITCHELL, Marilyn. Collecting qualitative data: a field manual for applied research. Thousand Oaks: Sage, 2023.
IMBERNÓN, Francisco. Formação continuada de professores: desafios contemporâneos. Porto Alegre: Artmed, 2025.
LAVE, Jean; WENGER, Etienne. Situated learning: legitimate peripheral participation. Updated ed. Cambridge: Cambridge University Press, 2023.
LINCOLN, Yvonna S.; GUBA, Egon G. Naturalistic inquiry revisited. Qualitative Inquiry, Thousand Oaks, v. 29, n. 1, p. 3–15, 2023.
MARQUES, Ana Paula; ALMEIDA, Ricardo. TDAH, funções executivas e práticas pedagógicas inclusivas. Revista Brasileira de Educação Especial, Marília, v. 30, n. 1, p. 45–62, 2024.
MASQUILLIER, Caroline; MOSCATO, Giovanna; PEDONE, Federica. Teacher professional development and evidence-based inclusive education. European Journal of Teacher Education, London, v. 47, n. 2, p. 210–228, 2024.
MORGAN, David L. Basic and advanced focus groups. Thousand Oaks: Sage, 2023.
NÓVOA, António. Professores: imagens do futuro presente. Lisboa: Educa, 2025.
NORMAN, Geoff. Likert scales, levels of measurement and the “laws” of statistics. Advances in Health Sciences Education, Dordrecht, v. 29, n. 1, p. 5–16, 2024.
OECD. Teachers and school leaders as lifelong learners. Paris: OECD Publishing, 2025.
PRETORIUS, Liesel. Neuroscience-informed professional development and classroom transformation. Journal of Educational Change, Dordrecht, v. 26, n. 1, p. 89–108, 2025.
RIDOLFI, Luiz Fernando et al. Neurociência e Educação Inclusiva: uma análise crítica das contribuições neuropsicopedagógicas para a escolarização de crianças com Transtorno do Espectro Autista. Revista REMUNOM, v. 1. n. 3, p. 1–22, 2026.
ROSE, David H.; GRAVEL, Judith W. Universal Design for Learning and cognitive variability. Journal of Learning Sciences, Philadelphia, v. 34, n. 1, p. 1–22, 2025.
ROSENBERG, Michael; LUDECKE, Michelle; ALFREY, Laura. Inclusive education and teacher preparation in the 21st century. Teaching and Teacher Education, Amsterdam, v. 131, p. 104235, 2025.
SALDAÑA, Johnny. The coding manual for qualitative researchers. 4. ed. London: Sage, 2024.
SHADISH, William R.; COOK, Thomas D.; CAMPBELL, Donald T. Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin, 2023.
SILVA, Marcos; SILVA, Helena. Funções executivas e aprendizagem escolar: contribuições da neurociência. Psicologia Escolar e Educacional, São Paulo, v. 29, e240112, 2025.
SOUZA, Mariana; ZOCAL, André. Neuroeducação e práticas pedagógicas inclusivas: fundamentos contemporâneos. Revista Brasileira de Educação, Rio de Janeiro, v. 30, e300045, 2025.
TIBANE, Paulo; MAFA-THELEDI, Thoko. Neuroscience and education: avoiding neuromyths in teacher training. Educational Philosophy and Theory, London, v. 57, n. 4, p. 489–504, 2025.
YIN, Robert K. Case study research and applications: design and methods. 7. ed. Thousand Oaks: Sage, 2024.
ZABALZA, Miguel A. Diários de aula como instrumento de investigação e formação. Revista Portuguesa de Educação, Braga, v. 36, n. 2, p. 45–62, 2023.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Luiz Fernando Ridolfi, Regiane Kovalczyk Tomasi, Graziani Vasconcelos Zanfolin, Graciliane Saldanha de Carvalho, Poliane Rodrigues Alvarenga, Rosane Maria Rech Brunetta, Indiara Damo Bortolomedi, Heloísa do Rosário
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which permits the sharing of the work with proper acknowledgment of authorship and initial publication in this journal;
Authors are authorized to enter into separate, additional agreements for the non-exclusive distribution of the version of the work published in this journal (e.g., posting in an institutional repository or publishing it as a book chapter), provided that authorship and initial publication in this journal are properly acknowledged, and that the work is adapted to the template of the respective repository;
Authors are permitted and encouraged to post and distribute their work online (e.g., in institutional repositories or on their personal websites) at any point before or during the editorial process, as this may lead to productive exchanges and increase the impact and citation of the published work (see The Effect of Open Access);
Authors are responsible for correctly providing their personal information, including name, keywords, abstracts, and other relevant data, thereby defining how they wish to be cited. The journal’s editorial board is not responsible for any errors or inconsistencies in these records.
PRIVACY POLICY
The names and email addresses provided to this journal will be used exclusively for the purposes of this publication and will not be made available for any other purpose or to third parties.
Note: All content of the work is the sole responsibility of the author and the advisor.
