Pedagogía y neurociencia y sus conexiones emergentes en la educación actual

Abstract

The article explores the emerging relationship between pedagogy and neuroscience, highlighting the importance of integrating neuroscientific findings in education. The research is justified by the potential of neuroscience to improve teaching processes, although its application in the classroom is limited due to the lack of teacher training and the presence of neuromyths. A qualitative methodology is employed based on a literature review of recent studies in databases such as Scopus and Web of Science. The results highlight the positive impact of brain plasticity and personalization of learning on teaching. In addition, applications of neurofeedback in the classroom to improve attention and self-regulation are discussed. The conclusion highlights the need to encourage continuous teacher training and promote educational policies that facilitate the integration of neuroscience in pedagogical practice, in order to achieve a more inclusive and effective educational system.