Neuroeducación y sus alcances socio-afectivos al quehacer docente
Neuroeducar socio-afectivamente
DOI:
https://doi.org/10.1344/joned.v2i2.37440Keywords:
neuroeducation, teaching practice, education, emotions, social impactAbstract
For years, the cognitive has been linked to reason and the brain, imposing the rational as superior to the emotional. In this sense, neuroeducation and its research has been able to show that emotions are the essence of education, generating a new mentalization and literacy about the knowledge of the brain and the processes that converge during teaching and learning.
In this sense, when we talk about neuroeducation we cannot stop talking about emotions, because in order to influence others it is important to understand the minds of the people we want to influence, more than the contents through which we want to influence, being the central axis the energy of the emotional brain.
Linking from neuroeducation the emotions with social interaction, through the impact generated by the development of a meaningful and emotional environment as a learning enhancer. Through the processes that characterize the attitudinal and interpersonal relationships of human beings, presenting from science the mirror neurons, and their function of social adaptation, in addition to promoting the ability to understand and perceive feelings and emotions.
In honor of the above, this article was made from a bibliographic analysis that seeks to point out the contributions that neuroeducation provides to the teaching practice, revealing the importance of knowing how to educate socially and affectively.
References
Lipina S, Sigman M. La pizarra de Babel: puentes entre neurociencia, psicología y educación. 1st ed. Buenos Aires: Libros del Zorzal; 2011.
Hermida MJ, Segretin MS, Soni García A, Lipina SJ. Conceptions and misconceptions about neuroscience in preschool teachers: a study from Argentina. Educational Research. 2016 Oct 1; 58(4):457–72.
Martínez-González AE, Rodríguez JAP, Delgado B, García-Fernández JM. Neuroeducation: Contributions of neuroscience to curricular competences. Publicaciones de la Facultad de Educación y Humanidades del Campus de Melilla. 2018 Dec 1;48(2):23–34.
Mora F. Neuroeducación. Solo se puede aprender aquello que se ama. 1st ed. Alianza E, editor. España; 2013.
Cumpa Valencia M. Usos y abusos del término “neurociencias”: una revisión sistemática en revistas indexadas Scielo. Revista conciencia epg. 2020 Nov 4;4(1):30–67.
Pherez G, Vargas S, Jerez J. Neuroaprendizaje, una propuesta educativa: herramientas para mejorar la praxis del docente. Civilizar Ciencias Sociales y Humanas. 2018;18(34):149–66.
Díaz-Cabriales A. La neuroeducación en los programas de formación y profesionalización docente en México. Ciencia y Educación. 2021 May 5;5(2):63–78.
Koizumi H. The concept of “developing the brain”: A new natural science for learning and education. In: Brain and Development. 2004. p. 434–41.
Cherrier S, le Roux PY, Gerard FM, Wattelez G, Galy O. Impact of a neuroscience intervention (NeuroStratE) on the school performance of high school students: Academic achievement, self-knowledge, and autonomy through a metacognitive approach. Trends in Neuroscience and Education. 2020 Mar 1;18.
Bana W, Cranmore J. Perceptions of professional development on neuroscience Elementary Teacher Perceptions of Professional Development on the Neuroscience of Learning. Mid-Western Educational Researcher. 2019;31(3):333–47.
Ruetti E, Ortega I, Martín J. Emociones y cognición: factores modeladores del aprendizaje y la memoria en niños y adolescentes. In: Campos V, editor. Repensando la Psicología Educativa en la Sociedad del Conocimiento. 1st ed. Lima: Punto & Gráfia S.A.C; 2014. p. 73–86.
Tham R, Walker Z, Tan SHD, Low LT, Annabel Chen SH. Translating education neuroscience for teachers. Learning: Research and Practice. 2019 Jul 3;5(2):149–73.
Ferrés J, Masanet MJ. Communication efficiency in education: Increasing emotions and storytelling. Comunicar. 2017;25(52):51–60.
Hermida MJ, Segretin MS, Soni García A, Lipina SJ. Conceptions and misconceptions about neuroscience in preschool teachers: a study from Argentina. Educational Research. 2016 Oct 1;58(4):457–72.
Williams KE, Savage S, Eager R. Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol. BMJ open. 2020 Sep 13;10(9): e036392.
Hardiman M, Rinne L, Gregory E, Yarmolinskaya J. Neuroethics, neuroeducation, and classroom teaching: Where the brain sciences meet pedagogy. Neuroethics. 2012;5(2):135–43.
Guillén J. Neuroeducación en el aula: De la teoría a la práctica. Create Space. 2017. 1–290.
Dubinsky JM, Guzey SS, Schwartz MS, Roehrig G, MacNabb C, Schmied A, et al. Contributions of Neuroscience Knowledge to Teachers and Their Practice. Vol. 25, Neuroscientist. SAGE Publications Inc.; 2019. p. 394–407.
Goleman D. Inteligencia Emocional. 1st ed. Barcelona: Editorial Kairos; 2018.
Tan YSM, Amiel JJ. Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia. Professional Development in Education. 2019.
Hobbiss MH, Massonnié J, Tokuhama-Espinosa T, Gittner A, de Sousa Lemos MA, Tovazzi A, et al. “UNIFIED”: Bridging the Researcher–Practitioner Divide in Mind, Brain, and Education. Mind, Brain, and Education. 2019 Nov 1;13(4):298–312.
Navarro B. NEURONAS ESPEJO Y EL APRENDIZAJE EN ANESTESIA. Revista de Facultad de Medicina. 2011;59:339–51.
Blakemore S-J, Frith U. Cómo aprende el cerebro: las claves para la educación. 1st ed. Booket, editor. 2011.
Gago Galvagno LG, Elgier ÁM. Trazando puentes entre las neurociencias y la educación. Aportes, límites y caminos futuros en el campo educativo. Psicogente. 2018 Jun 18;21(40).
Cordovani L, Cordovani D. A literature review on observational learning for medical motor skills and anesthesia teaching. Advances in Health Sciences Education. 2016 Dec 1;21(5):1113–21.
Gupta A, Elby A, Danielak BA. Exploring the entanglement of personal epistemologies and emotions in students’ thinking. Physical Review Physics Education Research. 2018 May 25;14(1).
Rizzolatti G, Fabbri M. Focus: Brain and Mind Understanding Actions and the Intentions of Others: The Basic Neural Mechanism. European Review. 2007;15(2):209–22.
Barrios-Tao H, Peña LJ. Líneas teóricas fundamentales para una educación emocional. Educación y Educadores. 2019 Dec 12;22(3):487–509.
Li L, Gow ADI, Zhou J. The Role of Positive Emotions in Education: A Neuroscience Perspective. Mind, Brain, and Education. 2020 Aug 1;14(3):220–34.
Orón JV, Akrivou K, Scalzo G. Educational Implications That arise from differing models of human development and their repercussions on social innovation. Frontiers in Education. 2019 Dec 16;4(139).
Patten KE. The Somatic Appraisal Model of Affect: Paradigm for educational neuroscience and neuropedagogy. Educational Philosophy and Theory. 2011 Feb;43(1):87–97.
Malanchini M, Rimfeld K, Allegrini AG, Ritchie SJ, Plomin R. Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association. Vol. 111, Neuroscience and Biobehavioral Reviews. Elsevier Ltd; 2020. p. 229–45.
de la Barrera ML, Donolo D. Neurocienacias y su importancia en contextos de aprendizaje. Revista Digital Universitaria. 2009 Apr 10;10.
Tham R, Walker Z, Tan SHD, Low LT, Annabel Chen SH. Translating education neuroscience for teachers. Learning: Research and Practice. 2019 Jul 3;5(2):149–73.
Muchiut Á, Vaccaro P, Pietto M, Dri C. Prácticas pedagógicas orientadas a favorecer las funciones ejecutivas en adolescentes. JONED Journal of Neuroeducation. 2021;2(2):30–43.
Pi M. ¿Mejorar la enseñanza? Yes, we can ¿Cómo influye la integración de actividades que promueven la metacognición en el aprendizaje de las matemáticas en alumnos de secundaria? JONED Journal of Neuroeducation. 2021;2(1):101–17.
Aguayo PN, Vargas PR, Puigcercós RM. The meaning of the school in chile. The creation of opposed paradigms from the discourse of the public policy, academia and educational research. Estudios Pedagógicos. 2019;45(1):151–68.
Makoelle TM. Teacher Empathy: A Prerequisite for an Inclusive Classroom. Encyclopedia of Teacher Education. 2019;1–6.
Inostroza F, Robles A, Franz M. Neuroeducación social. Hacia una pedagogía emocionalmente inclusiva. 1st ed. Inostroza F, editor. Ril Editores; 2018.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Belén Valdés Villalobos
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The authors who publish in this journal agree to the following terms:
a. Authors retain copyright and grant the journal the right of first publication
b. Texts will be published under a Creative Commons Attribution Non Commercial License that allows others to share the work, provided they include an acknowledgement of the work’s authorship, its initial publication in this journal and the terms of the license, and not for commercial use.
