Neurociencias y educación: brechas, desafíos y perspectivas
DOI:
https://doi.org/10.54104/papeles.v10n20.533Palavras-chave:
aprendizaje, cerebro, enseñanza, neurociencias, neuroeducación, plasticidad cerebralResumo
Las neurociencias han generado gran interés y entusiasmo en las últimas décadas en diversos campos del conocimiento. Uno de estos campos es la educación, razón por lo que se ideó el término neuroeducación. Sin embargo, existe una brecha entre las dos áreas, pues, aunque cada vez se acumula gran evidencia experimental acerca de las bases biológicas de las emociones, los procesos cognitivos y sus periodos críticos, son pocos los trabajos que muestran la extrapolación de esto en procesos educativos. Parte de esa brecha se debe a que los neurocientíficos tienen poca relación con la educación y los docentes no tienen una formación sólida en neurociencias. Esto, sumado al trabajo intuitivo por parte de expertos, en los procesos educativos, ha favorecido la creación de neuromitos, que generan confusión y alejan la posibilidad de una verdadera integración entre neurociencias y educación. Para reducir esta brecha se requieren capacitaciones permanentes a docentes en temas de neurociencias, capacitaciones de neurocientíficos en educación y mayor investigación y divulgación de resultados que validen o descarten la evidencia experimental. Los resultados de estas investigaciones serán clave para orientar políticas educativas que redunden en el mejoramiento de la calidad de la educación de futuras generaciones.
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