Pressupostos neurocient?ficos e suas conex?es com as tecnologias educacionais : apontamentos de acad?micos de pedagogia.

Programa de P?s-Gradua??o em Educa??o. Departamento de Educa??o, Instituto de Ci?ncias Humanas e Sociais, Universidade Federal de Ouro Preto.Objetivo: Analisar a concord?ncia e qual a relev?ncia que acad?micos de Pedagogia apresentam quanto ao contexto tecnol?gico atual, ?s percep??es educacionais e tecnol?gicas e aos aspectos neurocient?ficos atrelados ?s tecnologias. M?todos: Estudo descritivo e an?lises de associa??o de um Survey aplicado a acad?micos de Pedagogia de duas institui??es de ensino de Belo Horizonte ? MG, sendo respondidos 200 question?rios. Resultados: A maioria dos entrevistados possui at? 29 anos e ? do g?nero feminino. Todos consideram importante o uso das tecnologias nas pr?ticas educacionais (100%). Concordam com o perfil dos nativos digitais e seus comportamentos, entretanto, a relev?ncia atribu?da para tais comportamentos apresentou a menor m?dia (4,18). Ao mesmo tempo, fatores como falta de incentivo na profiss?o, capacita??o e aus?ncia de recursos tecnol?gicos para as futuras pr?ticas s?o entraves que impossibilitam uma aprendizagem contextualizada. Levou-se em conta que as conex?es entre o uso das tecnologias e estimula??es sensoriais e cognitivas ainda s?o pouco percebidas pelos acad?micos, de todas as ?reas, foi a que teve maior n?mero de respostas com m?dia menor que 4,00. Conclus?o: Estamos diante de uma gera??o de alunos com novos comportamentos associados aos contextos tecnol?gicos que ainda s?o incompreendidos, e de, nas Neuroci?ncias, poss?veis respostas que podem auxiliar na compreens?o do contexto, no papel do professor e do aluno na educa??o e nas diferentes formas de est?mulos presentes no uso adequado das tecnologias.Objective: To analyze the concordance and the relevance that Pedagogical scholars present regarding the current technological context, the educational and technological perceptions and the neuroscientific aspects linked to the technologies. Methods: Descriptive study and analysis of the association of a Survey applied to Pedagogy students from two educational institutions of Belo Horizonte - MG, with 200 questionnaires answered. Results: Most interviewees are 29 years old and are female. All consider the use of technologies in educational practices as important (100%). They agree with the profile of digital natives and their behaviors, however, the relevance attributed to such behaviors presented the lowest mean (4.18). At the same time, factors such as lack of incentive in the profession, training and lack of technological resources for future practices, are obstacles that make contextualized learning impossible. It has been realized that the connections between the use of technologies and sensorial and cognitive stimulation are still little perceived by the academics. Of all the areas it was the one that had the highest number of answers with an average of less than 4.00. Conclusion: We are facing a generation of students with new behaviors associated with the technological contexts that are still incomprehensible, and in the Neurosciences possible answers that can help in understanding the context, the role of the teacher and the student in the education and in the different forms of stimuli present in the use technologies