Conocer la enseñanza a través del cerebro: Una perspectiva entre la neurociencia y la enseñanza
DOI:
https://doi.org/10.7346/-fei-XVIII-02-20_06Palabras clave:
Cerebro Docente, Neurociencia Educativa, NeuroeducaciónResumen
A pesar de la multiplicidad de investigaciones sobre la contribución neurocientífica a la educación, aún son escasos los estudios que han tratado de comprender el proceso de enseñanza y al docente desde la perspectiva del cerebro enseñante. El cerebro docente es un concepto que refleja la naturaleza compleja, dinámica y dependiente del contexto del cerebro que aprende. La complejidad de la enseñanza humana es similar al procesamiento cerebral en el sistema nervioso. Los estudios que se centran en el cerebro del docente destacan cómo se pueden procesar las informaciones centradas en la relación docente-estudiante, formando una teoría dinámica de la cognición capaz de influir en los procesos de conciencia. Los docentes pueden entonces utilizar este modelo para guiar pensamientos y acciones. La suposición subyacente es que estudiando el cerebro del docente, se puede ayudar a los docentes a trabajar en clase con los estudiantes. Partiendo de una revisión internacional de la literatura sobre investigaciones relacionadas con el cerebro docente, nos centramos en las funciones del cerebro del docente y las implicaciones que puede tener en la relación de enseñanza-aprendizaje y las prácticas docentes. Es un espacio de reflexión aún poco explorado, que puede favorecer nuevas instancias sobre la enseñanza y la educación, sin olvidar actitudes precautorias.
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