Currently the work performed by different professionals in the face of a common
demand (multi/inter/transdisciplinary work) is required in several knowledge
application environments, among them the hospital, organizations and schools. This
multi-looking work on the same object has also been developed in the field of scientific
research. The objective of this study was to discuss points of convergence and
theoretical divergences between Behavior Analysis and Neurosciences within the
interface with the educational context. For this, a theoretical study was produced.
Initially, a survey of behavioral and neuroscience analytical literature was carried out
with educational bias. Later, the selected material was read and analyzed through two
pre-defined categorization steps according to the objectives of the present study. It was
found that both areas have significant production in the interface with education, with a
variety of topics discussed and researched. The convergences found were about the role
of the educator, which for the authors of both areas should be based on their theoretical
assumptions. Disagreements were about the characterization of education / education.
For Behavior Analysis, educating concerns the gaining of preparatory skills for group
living and environmental manipulation. For neurosciences, education is related to
changes in brain structures. It was concluded that the method used did not benefit that a
significant sample of the literature was raised, considerably impairing the presentation
of convergences and divergences between the two areas, making the study direction,
substantially based on the similarity and differences survey, ineffective in Present the
relevant points worked in the two fields of study. However, some of the objectives were
achieved, and the present work was able to point out what is being produced at the
interface between the researched areas.
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