Neuroeducación y sus alcances socio-afectivos al quehacer docente

Neuroeducar socio-afectivamente

Authors

  • Belén Valdés Villalobos Universidad Católica del Maule

DOI:

https://doi.org/10.1344/joned.v2i2.37440

Keywords:

neuroeducation, teaching practice, education, emotions, social impact

Abstract

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.

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Published

2022-03-17 — Updated on 2022-04-11