Contemporary pedagogies and neuroeducation, a necessary mainstreaming for 21st century pedagogy

Abstract

In recent decades, contemporary pedagogies have focused on developing critical thinking under paradigms that integrate cognitive learning theories and sociohistorical approaches, without prioritizing the needs of a changing society where emotions and cognitive diversity are fundamental. Therefore, the objective of this essay is to study the need to link contemporary pedagogies and neuroeducation to 21st century pedagogies. To do so, a literature review is proposed that recognizes the importance of adopting educational methods where transdisciplinarity is generated and neuropsychology is integrated as a discipline that contributes to pedagogy and to the neurofunctional and cognitive development of the student. The results show that studying neurodidactic teaching-learning processes generates a pertinent, assertive and ecological education, capable of developing brain functions and relevant cognitive skills that lead the student to the construction of knowledge and to the understanding of the culture in which they are immersed. The above allows us to conclude that contemporary pedagogies need to be permeated by a didactic capable of developing cognitive processes, privileging metacognition and the optimization of teaching and learning processes based on the functioning of the brain, which is neurodidactics.