Abstract

Purpose: The present work focuses on proposing and analyzing a model of pedagogical practice that is based on neuroscience, therefore, an exhaustive investigation was carried out to know the branch of neuroscience and how it influences the learning processes; at the same time the applicability that it must have in schools and even by parents in a continuous accompaniment. For this reason, neuroeducation and everything related to it was investigated; establishing a relationship between neuroscience and education as with neurocognitive processes. Method/design/approach: The present work is part of educational research, in this case a unique case design and implementation methodology, it is carried out under the pragmatic paradigm approach, with a qualitative, cross-sectional approach and the type of study is an investigation with an action-research design. Results and conclusion: Teaching needs were identified, such as the lack of financing for new educational didactics, the lack of initiative of many managers to renew the study plans, they consider that training on the concepts of neuroscience is important, as well as promoting the inclusion of parents in the initial and middle levels of the educational institution. Research implications: Based on this we can conclude that, in certain aspects, neuroscience has reached education and has been established, as previously stated in section 2.10, and some contributions of this science can be found in current methodological practices. Originality/value: It is highlighted that a large majority of teachers are in favor of a transformation of the educational system from the neurosciences, including components such as emotional education, healthy competition, and promoting student motivation from autonomy