EICA - Estruturas internas cognitivas aprendentes: um modelo neuro-computacional aplicado à instância psíquica do sistema pessoa em espaços dimensionais

Abstract

The origin of this work was the finding of public education suboptimal condition in Brazil during the last five years. Despite the educational institutions are constantly exposed to advances in cognitive neuroscience and computer, the reconciliation between science, technology and education, in fact, actually has not happened yet. In this situation, it is urgent to promote strategies that promote objectives gains in broad theoretical and practical dimension in education. This initiative was made through solutions that involve the development and computer applications in neuropsicopedagogy. In this case, this paper presents an engineering model of learning and teaching of continuous and progressive understanding of the brain-mind unity that enables the achievement of a just customize education. The EICA model is a unique theoretical model that is designed to give the foundation axioms, intentionally formulated to promote related educational practices to the nature of the mind-brain interaction, aiming at accelerating the formal and informal learning. For this, target knowledge and ethical high level are inserted and are articulated as a series of specific steps, with types of logical requirements to provide human optimization contexts yet to be built. This is a device proposed as a challenge that put the evolution of cognitive KM meta and humanization of the person towards the public character. Thus, it is necessary to observe and intervene in the KM meta universal languages and personal dominant and complementary expertise in the form of EICA: LEARNING INTERNAL COGNITIVE STRUCTURES to achieve new levels of quality of the person. The question to be addressed is proof of the effectiveness of the learning process in the light of neurometacognition. In this paper we investigate the efficiency of the theoretical model EICA as science and practice of education, measuring its applicability as an evaluation methodology and neuropsicoeducational intervention. It is assumed that the cognitive and brain abilities are isomorphic and transitive each other. This idea implies the understanding of a brainmind functioning in tune with the EICA model that leverages the KM meta content transfer of learning. These content - metaprocess are elicited by the representation of the world, symbolically organized in the history and invention of real objects of knowledge, according to the phylogeny of the human species. The premise that ontogeny repeats phylogeny maintains that the strategies used promote cognitive acceleration catalysed by transitivities between areas of knowledge and multimodal brain activities. Constituting the main purpose of this study, the mathematized model EICA is designed to generate continuing summaries and analyzes of individual educational path, seen at the insertion performance in the group. An intervention and evaluation device with games, based on estimative computer screens profiles was developed for the assessment and automated intervention. Manipulable games created based on the story of human evolution (phylogeny) use objects of culture, language, math, science and technology. Deepening the work, these games were gamified to promote the acceleration of ontogenetic levels of writing, mathematical notation and understanding of scientific concepts and development of language. Under the order of the phylogeny of knowledge of the human species, gamifications are designed according to an elaborate design metacognitive (software affordance). Games automatically programmed to collect data form a predictive device, able to perform complex migration and data visualization to drive the user to intelligently successive and simultaneous steps. These steps are architected challenges to apply the educational metaprocess EICA, i.e. activate the transitivity of different skills together to optimize the construction of the person. Humanization as a central factor in the social construction, has here a strong mainstay in education understood as eliciting highly complex people in KM meta domain as the essence of a larger human competence and above the world of sensory objects seized only by cognition. The gamification was treated as a means of viable XXI century education, generating significant impact for the future.