Neuroeducar en la divergencia a través del análisis genérico del perfil neurocognitivo: ejemplificación a través del Síndrome de Turner

Authors

DOI:

https://doi.org/10.1344/joned.v2i1.34532

Keywords:

neuroeducación, diversidad, neuroatípico, cromosomosopatías

Abstract

El siguiente trabajo tiene como objetivo mostrar la importancia de la neuroeducación divergente y evidenciar que no es estrictamente necesario tener un conocimiento altamente especializado para llevar a cabo cambios funcionales y relevantes en el aula. Con esa finalidad, se propone un esquema de trabajo simple y estructurado para que su repetibilidad sea fácilmente transferible a cualquier etapa educativa y a cualquier condición divergente. El modelo aquí propuesto consiste en realizar un mapa conceptual con la ayuda de buscadores científicos con la intención de dar herramientas a los educadores para que planifiquen y fundamenten sus prácticas diarias en la evidencia científica, enmarcada siempre dentro de un contexto pedagógico de reflexión. También pretende evidenciar que el conocimiento científico puede y debe ser transferible a cualquier ámbito social con los ajustes y adaptaciones pertinentes, sin implicar esa transferencia, necesariamente, una pérdida de rigor intelectual. A lo largo de este escrito se considera que dar herramientas a los educadores, para comprender el perfil neurocognitivo de los alumnos neurodivergentes que pueden llegar a encontrarse en el aula, no sólo es positivo para el trabajo de las dificultades de aprendizaje específicas del alumnado, sino que abre un abanico de posibilidades para el crecimiento personal y profesional de dichos educadores.

La neuroeducación lleva evidenciando desde su creación como disciplina, que enseñar a las personas cómo funciona su propio cerebro genera cambios: en su forma de entender el mundo, en su proceso de aprendizaje y en su forma de educar. Por ello, la educación en las particularidades del cerebro neuroatípico puede generar un cambio de paradigma en el contexto educativo, ya que educar en base a la forma en la que aprende un cerebro diferente puede condicionar por un lado su aprendizaje y por otro puede paliar los problemas de adaptación de lo diferente a un mundo tan estandarizado como el nuestro.

 

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Published

2021-07-15 — Updated on 2021-07-30

Issue

Section

Neuroeducational Research