Abstract

TERIGI, Flavia. Sobre aprendizaje escolar y neurociencias. Propuesta educativa (Online) [online]. 2016, n.46, pp.50-64. ISSN 1995-7785.

Within the framework of a growing diffusion of and about neurosciences in the educational field in Argentina -where statements ensuing from the neuro-scientific discourse begin to turn into emblems for public politics- this work, written from the point of view of school education, seeks to set the extents and limits of the contributions of these disciplines in order to comprehend school learning. It postulates that the glittering emergence of neurosciences in education is part of a more general problem: the problem of pedagogical formulations being displaced by the formulations of other disciplines. Throughout the work, conceptual and methodological problems entailed by the possible relations between neurosciences and education are pointed out, the way in which neuro-scientific dissemination contributes to the generation of “neuromyths” is analyzed in some detail, and attention is drawn to the consequences -among others- of an inappropriate extension of the effect of the results of neuro-scientific research on the weakening of the public policy for teaching.

Keywords : Education; School learning; Public policy; Neurosciences; Neuromyths.