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Neurocine

From Art to Science

Authors

  • Bárbara Maldotti Dalla Corte

    Universidade de Ciências da Saúde de Porto Alegre, Brazil

    Author

  • Vinicius Ferigato Exposto de Mello

    Universidade de Ciências da Saúde de Porto Alegre, Brazil

    Author

  • Liana Lisboa Fernandez

    Universidade de Ciências da Saúde de Porto Alegre, Brazil

    Author

  • Arlete Hilbig

    Universidade de Ciências da Saúde de Porto Alegre, Brazil

    Author

DOI:
https://doi.org/10.31686/ijier.vol3.iss8.422
Abstract

Allying the concept of “liberating education” purposed by the Brazilian educator and philosopher Paulo Freire to the concept that integrating different senses on the teaching process – imagination, intuition, films and photography – the effectiveness of learning it is optimized the project “Neurocine: from art to science” was developed. The project consisted in three arms – the major were four weekly sessions of movies and lectures about four neurological themes (Alzheimer’s disease, Parkinsonism, stroke and Gilles de la Tourette Syndrome) where questionnaires were answered anonymously by the participants before and after the lectures; another one were a discussion group in a social network; and the third one were classes plus articles discussions with academic graduate on Rehab Sciences about the same themes of the weekly movie sessions. This article aims to, using this project, discuss about the validity of using non-traditional methods to acquire knowledge.

References

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Wijdicks, E.F.M., Neurocinema – when film meets neurology. CRC Press, New York, 2015. DOI: https://doi.org/10.1201/b17682

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Published
2015-08-01
Issue
Vol. 3 No. 8 (2015): International Journal for Innovation Education and Research
Section
Journal Articles
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Copyright (c) 2015 Bárbara Maldotti Dalla Corte, Vinicius Ferigato Exposto de Mello, Liana Lisboa Fernandez, Arlete Hilbig

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How to Cite

Corte, B. M. D., de Mello, V. F. E., Fernandez, L. L., & Hilbig, A. (2015). Neurocine: From Art to Science. International Journal for Innovation Education and Research, 3(8), 160-166. https://doi.org/10.31686/ijier.vol3.iss8.422