NEUROEDUCATION IN THE CLASSROOM: INTEGRATING MULTIPLE INTELLIGENCES INTO BILINGUAL LEARNING

This bibliographic research aims to investigate how Neuroeducation and multiple intelligences can contribute to bilingual learning in the classroom. The research corpus is based on authors such as Gardner, Cummins, Mora and Souza, as well as on the international legal provisions of UNESCO and the Organization for Economic Cooperation and Development (OECD), establishing a dialogue with authors who discuss issues relating to the importance of educational policies that respect multiple ways of learning, valuing cognitive, linguistic and cultural diversity and promoting more responsive and equitable educational environments. The data will be analyzed using the content analysis proposed by Bardin. The main results are: the importance of the articulation between cognition, language and neuroscience enhances pedagogical practices that are sensitive to students' singularities, favouring engagement, integral development and the formation of critical citizens who are prepared for a globalized world.