Veiga-Branco, AugustaRibeiro, Maria Isabel2018-05-182018-05-182018Veiga-Branco, Augusta; Ribeiro, Maria Isabel (2018). For a reflection in neuroeducation – brain-based learning method principles and its application in higher education level. In Teacher Education Policy in Europe: book of abstract. Bragahttp://hdl.handle.net/10198/17650Recent neuroscience literature has been progressively presenting studies with promising results concerning the Brain-based learning method and educational neuroscience (MB-BL/EN), (Tokuhama-Espinosa, 2008, Willis, 2010, Liu & Chiang, 2014, Ramos, 2014, Edelenbosch et al., 2015) as pedagogical practice hypothesis in Neuroscience, as way of promoting learning and facilitating memories. Aims: To know the method Brain-based learning and educational neuroscience Principles, Tenets and Guidelines, and, recognize it as standard structures in Neuroeducation to a theoretical conceptual model at higher education level. Methodology: A qualitative study was carried out through a systematic review of the literature, in Neuroeducation, from three databases, RCAAP, SCielo and Scopus, in articles and theses, published between 2008 and 2018, in English, Spanish language and Portuguese expression. Results: The resulting analysis revealed: 1) the more recent the literature on neuroscience, the more frequent is the emergence of the principles of education based on neuroscience (brain-based learning); 2) The MB-BL/EN model presents 12 Standard Principles (PP), (Tenets) and 22 Neuro-Structural Principles (NAPs), that underlie 10 Neuro-Didactic Guidelines (ONDs); 3) These principles include respect for memories and their respective neurocognitive functions, basic human needs (food, hydration, socialization), humor and affective relationship; 4) Neuroplasticity is fundamental to learning and occurs in all stages of human life; 5) Emotion, motivation, moderate stress and multisensory stimuli are scientifically related to the promotion of learning, 6) The binomial time of attention / resting time, the multisensoriality in pedagogical techniques, insert the Neuro-didactic Orientations of this method. Conclusion: The concepts inherent to the 22 Neuro-Structural Principles (PNE), as well as the 12 Standard Principles (PP), (Tenets), and the 10 Neuro-Didactic Guidelines (OND) (Guidelines), presented in the paradigm of brain-based learning (MB-BL/EN), reveals that this model can be conceptually developed and applied in .engNeuroscienceNeuroeducationBrain-based learning methodHigh schoolconference object