Neuroscience, neuroeducation, neurodidactics and technology

Full text

Linguagem e Tecnologia
DOI: 10.35699/1983-
3652.2022.41235
Seção:
Editorial
Autor Correspondente:
Cláudia de Barros
Editor de seção:
Daniervelin Pereira
Editor de layout:
Leonado Araújo
Recebido em:
6 de agosto de 2022
Aceito em:
7 de setembro de 2022
Publicado em:
22 de setembro de 2022
Essa obra tem a licença
“CC BY 4.0”.
cb
Neuroscience, neuroeducation, neurodidactics
and technology
Neurociência, neuroeducação, neurodidáctica e tecnologia
Claudia De Barros ∗1e Antonio Hernández Fernández †2
1Universidad Autónoma de Madrid, Facultad de Formación de Profesorado y de la Educación,
Departamento Pedagogía, Madrid, España.
2Universidad de Jaén, Facultad de Humanidades y Ciencias de la Educación, Departamento
Pedagogía, Jaén, España.
1 Editorial
This monograph entitled ”Neuroscience, neuroeducation, neurodidactics and technology” is inserted
not only in the current scientic situation, but also responds to the need to establish the research
bases that allow the advancement of education with a neuro and technological base.
Charles Scott Sherrington is considered the pioneer of Neuroscience (MORA TERUEL,2019).
Neurosciences constitute a set of knowledge that focuses on studying the structure and functioning of
the nervous system, as well as the interaction of the elements of the brain that give rise to the behavior
of human beings (BLAKEMORE; FRITH,2007;MANES; NIRO,2014), in order to understand how
thought, consciousness, social interaction, creativity, perception, free will, emotion, among other
facts, originate, which leads to the multidisciplinary nature of this new science. It must bring together
neurologists, psychologists, psychiatrists, philosophers, linguists, biologists, engineers, physicists and
mathematicians (MANES; NIRO,2014), as well as physicians, sociologists, theologians and a long
list of others, since understanding brain functioning is everyone’s responsibility (CUMPA VALENCIA,
2019).
The application of neuroscience in the educational eld is called neuroeducation. This discipline
that aims to develop new teaching and learning methods by combining pedagogy, neurobiology and
cognitive sciences (MANES; NIRO,2014). Neuroeducation is a branch of education, which links
knowledge based on neuroimaging with the way the brain interacts with its environment. Specically,
it focuses on the learning/teaching process. A new look at the school process that links Neuroscience
and Education (BÉJAR,2014).
The practical application of neuroeducation is neurodidactics, proposed by Gerhard Preiss, in 1988
at the University of Freiburg. It is the application of knowledge about the functioning of the brain
and the intervention of neurobiological processes in learning, in order to make it optimal and ecient
(FORÉS MIRAVALLES; LIGIOIZ VÁZQUEZ,2009).
The need to provide this scientic space is given by the emergence of Neuroscience in all sectors
of knowledge, and lately with great impact in the educational context, where Neuroeducation and
especially Neurodidactics have become emerging disciplines, necessary and inevitable in the work of
teachers.
This monograph, wants to provide the current state of neuroeducation and technology, for which,
we begin with the innovative studies of neuroimaging in neuropedagogy and neuromethodology, we
continue relating neuroeducation and technology in vulnerable groups, as well as the relationship
with the teaching-learning process. On the other hand, it includes a study on neuromarketing and
technologies, neurodidactic factors in the prediction of university dropout, teacher professionalization,
cognitive neuroscience, IOT and neurodiversity, the inuence of ICT and social networks in social
exclusion and the monograph ends with the concept map cmaptools as a neurodidactic tool.
We hope that the reader will enjoy this monograph and that it will mark the beginning of future
research in neuroscience, neuroeducation, neurodidactics and technology.
∗Email: claudia.barros@uam.es
†Email: antonio.hernandez@ujaen.es
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2 Work arising from the projects
”Formación del Profesorado Universitario en TIC Como Apoyo al Alumnado con Discapacidad”.
Type of Project/Grant: State Plan 2017-2023 Challenges - R+D+i Projects. Referencia: PID2019-
108230RB-I00.
Included in the Ibero-American Network for the Development of the Professional Identity of Tea-
chers (RED RIDIPD) (University of Jaén, Spain).
Project (2021-1-HR01-KA220-HED-000027562). Autonomous University of Madrid (Spain). Amount
of the approved project: 371,219.00 EUR. Duration: 1.2.2022.-31.1.2025. EMIPE Group (Team for
interdisciplinary improvement of educational practice). Autonomous University of Madrid.
Referências
BÉJAR, M. Neuroeducación. es,en. Padres y Maestros / Journal of Parents and Teachers, n. 355, p. 49–53,
2014. Disponível em: https://revistas.comillas.edu/index.php/padresymaestros/article/view/2622. Acesso
em: 20 set. 2022.
BLAKEMORE, S. J.; FRITH, U. Cómo aprende el cerebro: las claves para la educación. Barcelona: Ariel,
2007.
CUMPA VALENCIA, M. Usos y abusos del término “neurociencias”: una revisión sistemática en revistas
indexadas en Scielo. ConCiencia EPG, v. 4, 1 (Enero - junio), p. 30–67, 2019. Disponível em:
https://dialnet.unirioja.es/servlet/articulo?codigo=7304977. Acesso em: 20 set. 2022.
FORÉS MIRAVALLES, A.; LIGIOIZ VÁZQUEZ, M. Descubrir la neurodidáctica: Aprender desde, en y para
la vida. Barcelona: Editorial UOC, S.L., 2009.
MANES, F.; NIRO, M. Usar el cerebro: conocer nuestra mente para vivir mejor. Buenos Aires: Planeta, 2014.
MORA TERUEL, F. Cómo funciona el cerebro. Madrid: Alianza, 2019.
De Barros and Hernández Fernández | Texto Livre | Belo Horizonte | v.15 | e41235 | 2022 2/2