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Resumo

For this article, I ask how it might be possible to study the encounter between the practices that involve the concept of the Neuro(n) and educational practices of teaching and learning. The article aims to experiment by thinking 'the concept as method.' This entails the doubled and entangled movement of tracing-and-mapping the concept of—in this case—the Neuro(n). I suggest that the contemporary obsession with the Neuro(n) in the field of education emerges from the desire to know more about the learning subject, knowledge, and the problem of how something new comes into the world.

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