NEUROEDUCAÇÃO E APRENDIZAGEM SIGNIFICATIVA: UMA ANÁLISE ESTRATÉGICA PARA O ENSINO MÉDIO

This study analyzes the contributions of neuroeducation to promoting meaningful learning in high school, highlighting the strategic role of this interface in developing innovative pedagogical practices. Using a theoretical and reflective approach, the research discusses the neuroscientific foundations that underlie brain functioning in adolescence and their direct relationship with motivation, attention, memory, and emotions – key factors for school success. The concept of meaningful learning, developed by David Ausubel, is presented as a central focus of this investigation and is connected with contemporary findings in neuroscience. By considering brain plasticity, emotional influence, and the role of teaching mediation, this study argues that neuroeducation offers effective ways to personalize and humanize high school education, especially in contexts marked by socio-emotional and cognitive challenges. The text also advocates overcoming fragmented and content-heavy teaching practices by proposing the adoption of active methodologies and brain-compatible educational environments. This proposal advances the development of a pedagogical model grounded in scientific understanding of the brain and a commitment to deep, transformative learning. The analysis suggests that the convergence of neuroscience and education not only enhances teaching practice but also fosters youth protagonism, promoting students’ holistic development. Finally, formative, critical, and methodological implications are outlined for the reconfiguration of Brazilian high school.