A neuropedagogical vision for the training of education professionals

Abstract

The article reveals the study carried out on the content of the different study plans of the careers that make up Basic Education with the objective of evaluating the treatment that is given to the integration of neuropedagogical knowledge in the curriculum of these university careers, for the initial teacher training. To achieve this objective, theoretical methods were used, such as analysis and synthesis, induction and deduction, and historical - logical and hermeneutic, which provided a holistic vision of the treatment that neuropedagogy is given from the initial training of teachers, which becomes a current epistemological problem of pedagogical sciences. With the use of these methods, it was verified the absence and fragmentation of contents that can address the neurocerebral changes that occur when learning and how these affect or can change the teaching strategies of the teacher and the students' own ways of learning. In this way, the proposal for the integration of neuropedagogical contents is socialized from the model of the professional of Basic Education careers of the University of Granma as part of the integration of Neurosciences in the curricular design of university careers for the training of Basic Education teachers.