IF THIS NEW SOCIETY HAS A SUBJECT THAT LEARNS, WE ASK: WHAT IS THE ROLE OF THE TEACHER? This article discusses the importance of Neurosciences in the formation of the teacher of the Contemporary Society in the formation of the professional of education with a critical, reflexive, and analytical view on their teaching practice that interferes, in turn, in the performance, evolution, and Training of their students in the process of teaching learning and the difficulties apprehended in their performance in the formation of the society of the future.:

1. CONTEMPORARYSOCIETY
INTRODUCTION TO NEUROSCIENCESAPPLIEDIN EDUCATION
* ProfessorRossilene Fiuza
Thisarticle discussesthe importance of Neurosciencesinthe formationof the teacherof the
ContemporarySocietyinthe formationof the professional of educationwithacritical, reflexive, and
analytical viewontheirteachingpractice thatinterferes, inturn,inthe performance,evolution, and
Trainingof theirstudentsinthe processof teachinglearningandthe difficultiesapprehendedintheir
performance inthe formationof the societyof the future.
The educationprofessional isone of the mainarticulatorsandresponsible forthe basictrainingof all
citizensinthe worldwithresponsibility,also,totrainall the professionalswhowill workinthe future job
market.
The learningprocessisdirectlylinkedtothe brainindifferent zonesanddeterminesthe full potentialof
each individual'shumanactionandtheiroverall developmental capacityinthe organizationand
processingof information,transformingthemintoknowledge.Thisknowledgeisexpandedandapplied
inprofessional andsocio-cultural activities.
Althoughwe knowof all thisimportance,mostof these teachersdidnothave anyinitiationin
Neurosciences,since,the undergraduate coursesof the BrazilianUniversitiesintheirmajoritydonot
include intheirpedagogical curriculum thiscontentasobligatoryandfundamentalforthe human
developmentandIntellectual capacity.
Thus,many teacherswhodonot have access to thisinformationare unable todetectstudentswith
possible learningdisordersandreferthemtocompetentprofessionalssuchas:neurologists,
psychologists,speechtherapists,psychiatristsand psychpedagogues whocanmake an accurate
diagnosisof the studenttohelpTounderstandtheirindividualityandto potentialize theirlearning
processintheirglobal educational evolution,thatis,tomake pedagogical practice anequal and
ingrainedactivity,reproducedforall inthe same waywithout consideringthe vicissitudes of
contemporarysociety.Thus,he losesthe opportunitytoguide hisstudentsineducationasthe main
basisfor theirsuccessinadultlife.
2016-SEC. XXI- Fullylivingall technological advances,neuroscientificdiscoveries,informationinthe palm
of the hands,the most importantsectorof societywhere itformsthe basisof all the professionals inthe
worldand which,shouldbe fullyupdatedare still livinginthe lastcenturyInwhatconcerns teacher
trainingandindirectlyinthe formationof contemporarysocietyandthe professionalsthatactin this
scenario.Atthismomentwe should,here inBrazil,be withatleast6 pointsof the PNE targets, designer
fromthe agreementpreparedbythe UNESCOandsignedbyseveral countries,includingBrazil,aimingat
qualityeducationandequityforall developingcountries.Thisagreementshouldalreadybe
implementedin90% of Brazil'smunicipalitiesandstates.Butto date,mostgovernmentshave notyet
establishedtheiractionplanforearlychildhoodeducation,whichshouldbe universalizedand
mandatorilyofferedinall schools.From2016.

2. Wrappedincountlesscorruptionscandals,moneylaundering,jetlavas,Fifa,BNDS,Metro,etc.,itseems
that educationremainsatthe forefrontof the prioritiesof the rulersof thiscountry.
Thousandsof youngpeople withoutuniversitycredit,lackof planning,thousandsof childrenwithout
teachers,withoutuniforms,withoutclassrooms,withoutthe minimumof everythingthatisrightfor
theminthe BrazilianConstitution,where socialequityprevailsandwhichprovidesfordignityAndfull
access to knowledge forall Braziliancitizens,claimingaplace insocietywithequal rightsandaccessto
all the opportunitiesofferedinsocietyandthe labormarket.While takingintoaccountthatthe principal
responsible forthe implementationof thisEgalitariansociety,thatis,the Braziliangovernment,whose
priorityisto guarantee basichumanrightssuchas: education,health,housing,leisure andespecially
access to informationandknowledge,abasisforcitizenshipandademocracythat allowsThe
construction andevolutionof areflective,critical citizen,able tofightfortheiruniversalrightsaswe
knowthat the largestone The greatestpatrimonyof humanityandbasiceducationinthe formationof
the full individual.
The path to evolutionof educationin the civilizingprocessbecomesauniversal capital assetinitssocial,
political andeconomicconceptionforall mankind.Inthisway,Brazil needstoconsiderthe basic
educationof the studentandthe continuededucationof the educatorasthe mainaxis inthisparadigm
shift.
In the etymological sense,the word"formation"comesfromthe Latinformare,thatlike transitive verb,
meansto give form.The term,accordingto the dictionaryFerreira(2000) is,"the act or wayof forming"
and means"togive shape to something,toputinorder,to make,toeducate".ForAlarcão (2005) the
school,as an organization,hastobe an open,thinkingandflexible system.Opensystemaboutitself,
and opento the communityinwhichitisinsertedtoshape societyanditscitizens.Educationisan
endlessprocessinthe dimensionthatshapes,builds,buildsrelationships,educates,transforms,teaches
and learnsinan isolated,participatoryanddemocraticwayinitsessence.
LDB 9394-96 definesthe followingprinciples regardingthe valuationof the teachingfunction:(article
206). V - valuationof school educationprofessionals,guaranteedbythe law,careerplans,withentrance
onlybypubliccompetitionof testsandtitles,thoseof publicnetworks;VIII - National professional salary
floorforprofessionalsof publicschool education,underthe termsof federal law.
The newteacheris a professionalwholearnsinanonline network(cyberspace of formation) without
hierarchies,cooperatively(know howtoorganize his ownwork).He isa permanentlearner,an
organizerof the student'swork;Conscious,butalsosensitive.Itawakensthe desire tolearnsothatthe
studentisautonomousandbecomessubjectof hisownformation.(GADOTTI,2003,p.54).
We are certainlydistressedbythe formationandsurvival of the teacherin21st centurysociety,asthere
are manypossible charactersandrolestobe assumedbyteachers.
Some authorshave attemptedtoanalyze thisquestion,suchasFreire (1997), whichmakesclearthe role
of teachersinthe fieldof "bankingeducation"asaninstrumentof social reproduction;Andpointsout
the necessaryknowledge inteachertrainingforliberatingpedagogy.Inbankingeducation,the teacher
exercisesasimple functionof depositing,transferring,transmittingvalues andknowledge.Inthisview,
"knowing"isagiftfrom those whothinktheyare wise tothose whothinktheydo notknow.This

3. donation,whichiswhatFREIRE (1997) callsalienationof ignorance,consideringthatthe educatorwho
maintainsthispositiondenieseducationandknowledgeassearchprocesses.
It ispart of the nature of the teachingpractice the inquiry,the search,the research.Whatisneededis
that, initspermanentformation,the teacherperceivesandassumeshimself,asateacher,as a
researcher.(Freire 1997: 32)
For ALARCÃO(2005) the notionof reflective teacherisbasedonthe awarenessof the capacityof
thoughtand reflectionthatcharacterizesthe humanbeingascreative andnotas a mere reproducerof
ideasandpracticesthat are external tohim.The teacherissomeone whocannot act alone inhisschool,
mustact inhisworkplace,withothersandwithhiscolleagues,togetherbuildprofessionalismin
teaching,andinthisway,the school mustbe organizedtofulfill itsrole of Strengthenreflectiononthe
teachingstaff.
PERRENOUD (2000) completesthisthoughtwhenhe corroboratesthatwhatisexpectedtobuildnew
competenciesare teacherswithinnovative,emergingideas,those whoshouldguidethe initial and
continuoustrainingthatcontributestothe fightagainstschool failure,capable of developingglobal
citizenship.
What actuallyhappensisthatthe office of teacherwasfor a longperiod,assimilatedonlytomaster
classes,suchas listeningto a lesson,doingexercisesorreadingabookto answerquestionnaires,sothe
ideaof a learningsituationdoesnotRepresentsalottothe teacherwhothinksthathe / she goesto
school justto pass a content,completesPerrenoo(2000).
It isnot enoughforthe educatorto be reflective.He mustgive meaningtoreflectionasa meansand
instrumentforthe improvementof whatisspecifictohisprofession,whichistobuildmeaning,to
impregnate everyactof everydaylifewithmeaning.Asthe veryLatin word"insigne"(tomarkwitha
sign) means.(GADOTTI,2003, p.39)
VEIGA (2010) pointsoutthat the formative processisgeneratedinanexclusive space impregnatedwith
prejudicesandethical values andeconomicintereststhatoftenpromote the strengtheningof
educational andsocial degradation.Itfocusesoncompetenciesdefinednationally,througheducational
policiesguidedbythe guidelinesof international organizations,takingasaguidingaxisthe Law of
GuidelinesandBasesof National Education (LDB9.394 / 96).
Amongseveral changesinthe educationsystem,LDB9394/96 requiresateacherwithan advanced
course preparedtowork witha newconceptionof curriculum, assessmentandmanagement,ableto
trainthe competentstudenttomeetthe expectationsof the contemporaryworldwithqualityInhis
praxis.Withthese demandswhatare the repercussionsonteaching,teachingandlearningandquality
of teaching?
The economic,political andsocial changesthathave takenplace inthe national andinternational
scenario,justifyintheory,thisproposedpedagogyandthe educationalreformsinherentinit,reflecting
consequently,inthe organizationof pedagogical projectsof teachertraining.Thisconceptionof teacher
isbasedon a logicof twoaspects:one linkedtopedagogybycompetence,consideredasamore
comprehensive andcomplexdynamic:anotherlinkedtothe evaluationof results.

4. LIBÃNEO(2002) concludedthatthe pedagogycourse shouldtrainthe pedagogue asa professional
qualifiedtoworkinvariouseducational fieldstomeetthe socio-educational demandsof aformal,non-
formal and informal type,arisingfromnew cultural realitiesandnew technologies.Iinclude herethe
advancesof Neurosciencesineducationasone of the maindisciplines tobe includedinthe
undergraduate course.
It isnot possible tothinkandconstructa formative proposal withouthavingbasedonaclear conception
of formationanditsfoundingprinciples.(VEIGA 2007).Startingfromthisthought,the trainingislinked
to the life historyof the subjects,andshouldprovide the preparationforpersonal andprofessional life,
assuminga positionof inclusion,because itisaprocessof constantdevelopment.
Accordingto VEIGA (2010) whenwe refertohumanformation,we findsome principlesthatdeserve
attention:trainingisaprogressive action,involvesseveral instances,wherepractice isthe startingpoint
and arrival of the teachertrainingprocessneedstobe preparedTounderstandthe actuality,andthe
contradictionsof capitalistsociety.ForFREIRE(1997) if we thinkof a continuousandpermanent
formationof the teachers,itisessential toemphasize acritical reflectiononthe practice.
We recognize the deepandrapidchangesthatare occurringinthe world, mainlycausedbya
technological aspectthatisthe unfoldingof the functioningof the brainareaswhere language and
learningare processed.Discussionsare validthatschoolsoftenhave notkeptupwiththe accelerated
pace of such changesandhave not respondedsatisfactorilytomarketdemands.
The professional formationof educationisdirectlyrelatedtothe focus,the perspective,the very
conceptionof itsformationanditscurrentfunctions.[...] the teacher'scontinuingeducationshouldbe
conceivedasreflection,research,action,discovery,organization,foundation,revisionandtheoretical
constructionandnot as mere learningof new techniques,updatinginnew pedagogical recipesor
learningof the latesttechnological innovations.(GADOTTI, 2003, p.31)
ALARCÃO(2005) questionswhetherthere will be asubstitutionof teachingstaff fortechnological
resourcesandconcludesthatteachersneedtoinnovate andbecome attractive,stimulatinglearningand
givingstudentsthe pleasure tolearn.The mainconcerninthiscase isto forma teacherwhoprepares
the studentto face the social contradictionsthatofferandprovoke instudentsthe desirefor
knowledge,thisrequiresaprogressiveinvestmentinthe trainingof teachers,where the technological
advancesconnectedwithNeuroscience Needstobe atthe service of manand there isa reflectionof
theirpractice injointactionbetweenschool,familyandsociety.
If our commitmentistoeducationforemancipationthen,futureteacherscannotbe replacedby
machines,technological resourcesare toolsthatshouldbe usedtofacilitate accesstoknowledge.
(ALARCÃO2005).
If this newsocietyhasa subjectthatlearns,we ask:What isthe role of the teacher?
Withregard to the necessaryconditionsand skillsrequiredtoequipthe school of the future tomeetthe
challengesof the newmillennium,the keytoinnovationisbeingable tofocusonthe visionof the
future.The trainingof the innovatingteachermustnotonlystartfroman integratedframeworkthat
guideshis/her journeythroughthe political-pedagogical project,butalsoproposesproposalsthat
contemplate institutionalmanagementandnew didacticperspectives,aswell aspresentingpossibilities
for action, Andthat theybetthat innovatingispossible,withall the dailydifficulties(VEIGA,2007,31).

5. The role is to create,structure,energizelearningsituations,stimulate self-confidence inthe individual
skillstolearnskillsthattoday'steacherhasto develop.FREIRE,(1997),"Teacherslearnbyteachingand
by whomtheylearnbylearning."AndNeuroscience corroboratesFreire,becauseitisinthe interaction
as the otherthat a concrete learningisobtained,itisinthe perceptionandprocessingof Actionthat
consolidatesknowledgewithmeaning.
MORAN (2008) statesthat onlythoughtcan organize knowledge toknow one hasto think.MORIN
(2000), inthissense,emphasizesthatinsteadof awell-filledhead,one complainsawell made head.
Onlya well-madeheadiscapable of transforminginformationintorelevantknowledgethatiscapable of
placinganyinformationinitscontextand,if possible,inthe setinwhichitisinscribed.Make the
connectionsreflective andrelevanttothe topicaddressed.
The neweducationprofessional needstoaskhimself:whylearn,forwhat,againstwhat,againstwhom.
The learningprocessisnotneutral.The importantthingisto learnto thinkrealityandnotthinkwhat
has alreadybeenthought.Butthe role of the educatordoesnot endthere:itis necessarytopronounce
on thisrealitythatmustbe not onlythoughtbut transformed.(GADOTTI,2003, p.53),withinitsgroup
withitsactors involvedinthe process.
In thisage of informationandcommunication,neitherthe school northe teacherhas the monopolyof
knowledge,bothare learningbeings,justasthe school isan open,thinkingandreflective system, for
"Noone reflectsalone,butnoone reflectsForus", emphasizesMACEDO(2005, p. 41).
It isworth emphasizingthatthe currentschool does notneedonlychangesof teachinganddidactic
activities.Itdoesrequire efficientmanagement,involvingthe communityof parents,the city's
competenciesandthe integrationof the variousgovernmentagencies.(MORIN,2000).
Societyismovingtoforma generationthatlearnsinnew wayswithnew entrants.School education
needstoleadto learninginanintegral,human,affective andethical way,integratingthe individual and
social,the variousrhythms,methods,research,technologies,tobuildfull citizensinall dimensions
(MORAN,2008). Includingbilingualeducation,the valorizationof the arts,sportsand philosophyinits
PPP.(PoliticalPedagogical Project).
If we wantto prove that school isbureaucratic,tiedupandplastered,we will findathousandexamples,
ina large setof norms,laws,ordinances,federal,state,andmunicipaldecreesforthe continuationof
projectswiththe entryof newrulers.The interestof politiciansandnotof societyasfar as educationis
concerned.If,onthe otherhand,we wantto prove that we are advancingthatthere isa silent
revolutionininnovative schools,thatthere are groupsof competentandoptimisticprofessionals,with
studentsdoingnewexperiences,we will alsofindgoodexamplestoprove it.(FUSARI,2004).
Basedon the historywe can understandwhythe Brazilianeducational systemisoutdatedandseeksan
urgentsolutiontomeetthe specificneedsof millionsof Brazilians.ForLIBANEO(2008) school is
irreplaceableinthe social,political and economicformationof individualssothattheycan live with
dignity,understandingtheirrightsandtheirobligations,therefore,we needtofightforaqualitypublic
school that allowsconditionsof equalityandopportunityForall effectively.One thingiscertain,the
schoolsare there,itis init that we will formthe nextgenerationandwe mustchange the historythat
was builtinthe pastwithdisdain,elitistandobsolete.

6. Our generationneedstobuildanewschool thatmeetsthe repressedandrestricteddemandsofarfor a
qualityeducationthatpreparesthe individual toparticipate activelyinpolitical,cultural andsocial life,
capable of reflectingonhishumancondition,hisrightsandduties,beingCompetitive andenterprising
and whowill be the greatmediatorof thischange isthe teacher.
If educationisto promote the acquisitionof new behaviorsandthe behaviorsresultfromthe
functioningof the brain,itcouldbe concludedthatthe knowledgeof the neurobiological basesof the
teaching-learningprocessisfundamental inthe formationof the educator(The braingoestoschool:the
experience Of the NeuroEducaproject).Inthiswaywe can conclude thatfor the educationof the
educatorof contemporarysocietythe knowledge of Neuroscience appliedtoeducationisfundamental
inthe trainingof professionalswhoworkwitheducation.
Neuroscienceisthe multidisciplinaryareaof knowledge thatscientificallyanalyzesandstudiesthe
central nervoussystem(CNS) tounderstandthe biological basisof behaviorinrelationtothe
vicissitudesof the environmentinwhichanimalsandhumanslive.Accordingtothe dictionaryits
meaningis:s.f.the studyof the nervoussystem, the cerebral organization,the anatomyandthe
physiologyof the brainanditsrelationshipwiththe otherareasof knowledge thatdeal withthe
behavior,learningprocessandhumancognition.
Learninghowthe nervoussystemworks,capturesandreproducesbehaviors,how we use ourbrains
everyday,andhow Neuroscience can explainthe problemsthataffectpersonal life dailyinthiscentury,
where filteredandprocessedinformationisconsideredAsourmaincapital.Inthe initiationto
Neuroscienceforeducators,the studyisfocusedonone of the three mainareasof Neuropsychology,a
studyof the relationshipbetweenthe Neural andPsychologicalFunctions(sensation,perception,
emotionandconsciousness) thatinfluenceourdailybehavior.Everylearningprocessdevelopsfrom
experiencesorganizedinthe brainthroughstimulicapturedinahierarchical wayanddividedintofive
levels,withdifferentincreasingdegreesof complexityinthe followingsequence:Sensation - Perception
- Formationof Images - Symbolization - Conception.The organizationof the studiesshouldoffer
researchtoolswhere the educatorcanunderstandinan easy-to-understandlanguagethe importanceof
studyingthe neurosciencesforthe qualityof the educationof theirlearnerandthe orientationof their
relatives,enhancingthe individual'slearning capacityintheirsingularity.The structure andfunctioning
of the apparatusthat composesthe central nervoussystemanditsrelationshipwithbehaviorinthe
receptionandelaborationof decisionmakingthroughthe mostprimitive functionstothe upper
executivesubdividedinto:sensation,perception,attention,memory,consciousness,cognition,The five
senses,emotion,focusandlanguage.Allcorrelatedandintegratedinthe processesinvolvingteaching
and learning,andtheirAnatomical andPhysiologicalbasesof processesrelatedtothe acquisition,
elaboration, construction, andprocessingof meaningful learning.Asthe evolutionof speciesdevelops,
accordingto Darwin'stheory,inbothdirections,bothphylogeneticandinthe ontogenetic,individual
experiencesare becomingmore complexandelaborate inrelationtothe otherlivingspeciesinthe
questforsurvival.Knowledgeisadynamicprocessthat connectsandinteractswiththe environmentin
whichitlives,makingthe modificationsandadaptationsnecessarytoconsolidateandstore learning
memory.Onlythe humanbeing cansymbolize andconceptualizethe livedstimuli,producingand
acquiringinformation,culture,absorbingforhimself andatthe same time,mediatingthe transmission
to the community,guaranteeingthe evolutionof the species.We are goingto buildanew generationof
professionalswhounderstandhumandevelopmentinitsgoldenphase,whichischildhoodeducation,as

7. a treasure to buildwithneuroscientificresearch.Andwhowillbe the driverof thistransformationinthe
final productisthe professional well preparedandvalued.
Aboutthe Author:Rossilene Fiuza:Neuroscientist Independent,PeopleDevelopmentCoordinatorin
private schools,Directorof school for18 years, Executive,Coordinatorof InternationalEducationand
PublicRelationsinthe Yázigi franchise.DirectorandCoordinatorof the Citizensof the WorldProjectin
Piraporado Bom Jesus-SP-Commercial Directorof the MeninonasGroup- Pedagogue Specialistin
People Management- Teacherof InitiationtoNeuroscience Appliedtoeducationforteachersof
ChildhoodeducationandEnglishinstrumental.Estagiáriainthe Course of Master'sand Ph.D.from
UNESP inPhysiological Sciencesinthe arealinkedtoNeuroscience,AlzeimerandAging.Autonomous
Researcher,Lecturer,Bilingual Educational Consultant,exchangestudentinthe USA andEngland,with
extracoursesinthe followingareas:InternationalBusiness-Internexus- Universityof London,Coursera
online:Model Thinking- Universityof Michigan;Machine Learning- StanfordUniversity;Creative,
InnovationandChange- The PensylvaniaState University;The BrainandSpace- Duke University,What
Future forEducation- Universityof Londonandothers.
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