CONTRIBUTIONS OF NEUROSCIENCE TO THE DEVELOPMENT OF ACTIVE AND FLEXIBLE EDUCATIONAL MODELS

Abstract

The inherent complexity of human learning requires a perspective that transcends the boundaries of biology or pedagogy in isolation, fostering synergy among the cognitive sciences, psychology, didactics, and the social sciences. This integrative approach allows us not only to uncover the neurobiological mechanisms underlying learning but also to contextualize these findings within real-world, dynamic educational settings. In this sense, effective collaboration between scientists, educators, and those responsible for managing educational systems becomes a strategic bridge for pedagogical innovation. Therefore, this scientific article, developed from an interpretive paradigmatic framework through the hermeneutic method associated with understanding educational phenomena based on elements of theoretical and conceptual rigor related to neuroscience and its connection to flexible and active teaching methodologies within new pedagogical alternatives in education, contributes to the study and dissemination of knowledge toward the recognition of theories related to the neurological bases of learning, specifically Howard Gardner’s multiple intelligences, neurolinguistic programming techniques, and cognitive psychology as principles of neuroscience for active education. In conclusion, education—particularly within educational systems—must consider these theories as interrelated components in the attitudinal, cognitive, and pragmatic domains, in order to strengthen learning based in neuroplasticity individual learning styles and interests.