El neuroaprendizaje, como ayudantía educativa: Estrategia para mejorar la práctica docente

Abstract

This article aims to propose and offer pedagogical, transformative and discovering strategies that activate teaching-learning processes within educational institutions where using processes from the basis of neurolearning and neuroeducation and also the arduous teaching work with a social and qualitative approach of documentary type. Based on search, review and analysis, it is observed that today in the classroom when it is face-to-face or not, from the contemplation of neuroeducation, education requests a teacher training that forges changes, gradual and accelerated to practice teaching and liaison with the pedagogical practice of the day to day. It arouses us very assiduously that after sharing a learning experience with our students, he felt as if he suddenly vanished from his minds the knowledge acquired is there that neuro learning that combines psychology, pedagogy and neuroscience to explain how.