A look at chemistry degrees at federal universities in the state of Rio Grande do Sul: how does neuroeducation appear in this context?

Abstract

This article analyzes the pedagogical projects and curricula of five undergraduate Chemistry courses at federal universities in the State of Rio Grande do Sul, Brazil, seeking to understand the presence of disciplines that address neuroeducation or related situations. The research presented here has a qualitative and applied character, presenting data collection by documentary analysis. The scarcity of neuroscience/neuroeducation classes in the curricula of the analyzed courses is discussed. As next steps, the same research is expected in other undergraduate courses, awakening the need for this theme to be inserted mainly in undergraduate courses.