De lo emocional a lo social. La Neuroeducación en la Educación Física desde los Estudios Regionales(From emotional to social. Neuroeducation in Physical Education from Regional Studies)

Abstract

La presente investigación explora los hallazgos de la neurociencia y la pertinencia que puede tener en lo educativo, considerando la influencia de distintos contextos socioculturales sobre la práctica docente. Existen hallazgos cada vez más concretos sobre el funcionamiento del cerebro y lo educativo, lo que lleva a investigar este campo en la Educación Física. En esta investigación se busca realizar un análisis regional del ejercicio profesional de la Educación Física desde una perspectiva basada en los Estudios Regionales. Se realizó mediante una metodología en Investigación Acción Participativa. Se inició con un cuestionario exploratorio sobre la acción docente para posteriormente continuar con el desarrollo de cuatro ciclos de investigación. El primero basado en un análisis y construcción de la realidad docente. El segundo requirió un plan emergente derivado de la situación de pandemia. El tercero buscó la reflexión de los docentes para la acción. El cuarto develó las posibilidades y realidades de una neuroeducación física. A partir de los resultados de estos ciclos se construyó una región socio-epistémica que hace referencia a los discursos horizontales y verticales en la acción docente. En conclusión, se sugiere ir más allá de solo reconocer los hallazgos relevantes de la cognición sino de reconocer y reflexionar sobre las realidades socioculturales del docente de Educación Física para con ello buscar las mejores herramientas que abonen a la acción educativa desde el conocimiento del cerebro. Palabras clave: Neuroeducación; Formación Docente, Educación Física; Estudios Regionales Abstract. The current research explores the neuroscience findings and their possible relevance in the educational field, considering the influence of different sociocultural backgrounds in the teaching practice. More and more concrete discoveries about the brain's functioning and its relation with education led this research into the physical education field. This research was intended to carry out a regional analysis regarding the professional practices of physical education from a perspective based on the regional studies approach. The methodology applied for this purpose was Participatory Action Research. It started with an exploratory questionnaire concerning the teaching action to later continue with the development of four investigation cycles. The first one was based on analyzing and constructing the teaching reality. The second one required an emergent plan due to the world pandemic situation. The third one was aimed at a reflection done by the professors to take action. And, the fourth one unveiled the possibilities and realities of physical neuroeducation. From the results of these cycles, a socio-epistemic region was constructed that refers to the horizontal and vertical discourses in the teaching action. In conclusion, it is suggested to go further than just recognizing the findings regarding cognition. But to recognize and reflect on the sociocultural realities of the Physical Education teacher to find the best tools to support educational activities from the knowledge of the brain. Keywords: Neuroeducation; Teacher Training, Physical Education; Regional studies

The Neuroeducation Training of Students in the Degrees of Early Childhood and Primary Education: A Content Analysis of Public Universities in Andalusia

“…In this way, it is shown how, despite the efforts of neuroscience to offer great contributions to the teaching-learning process, the training offered in the field of university education still has great room for improvement. This has negative repercussions on the initial training of future Andalusian teachers, since neuroeducation is a topic shown to be increasingly present in the future of society, according to previous studies [7][8][9][10][11][12][13][14][15][16][17]. To safeguard these training deficits, there are intervention programmes and training plans, with the aim of promoting knowledge about neuroscience and its applicability in education [6,[18][19][20][21].…”

“…At the international level, Coello, ref. [10] analyses the neurological and theoretical aspects that underpin early stimulation programmes for children receiving early childhood education in Ecuador; Brechet et al [11] investigate the knowledge that French children have about brain functioning, relating this metacognitive knowledge to its neuroeducational implications; Ensuncho and Aguilar [12], in Colombia, highlight the importance of linking neuroscience and neuroeducation with emotional intelligence for its incorporation into the education system; Fragkaki et al [13] explore, in Greece, the knowledge of neuroeducation possessed by university teachers under the premise that being a university teacher is associated with the acquisition of enough knowledge and skills to teach; Gola et al [14] reflect, in Italy, on teacher training and knowledge, delving into neuroscience and neuroeducation; González and Montes de Oca [15] investigate the contributions of educational neuroscience for the development of new professional competencies in students in the healthcare field in Cuba; Schmied et al [16] investigate, in Minnesota, the acceptability of neuroscience applications to educational practice in two groups of young adults: those studying bioscience who will be driving future basic neuroscience research and technology transfer, and those studying education who will be choosing among neuroscience-derived applications for their students; and Torres [17] reflect on current findings in neuroscience and their incorporation into education in Mexico.…”