DIGITAL DETOX AND REDIRECTION OF DIGITAL CONTENT USE: A CHALLENGE FOR NEUROPEDAGOGY IN THE CLASSROOM.

Abstract

Scientific progress in the field of neuroscience has allowed us to understand the neurological and endocrine mechanisms that support learning processes and how these are affected by some life dynamics, now normalized, such as the excessive use of digital screens for the consumption of digital content loaded with impressions that produce abnormal elevations of dopamine, with its consequent addiction and side effects on the development of the human brain at early ages and therefore on learning, which should be classified as an impact on human health, becoming the pedagogical challenge of the time. This article provides the theoretical tools that allow teachers to contribute to the treatment for detoxification due to excess dopamine produced by excessive use of screens, as well as the proposal for redirecting the appropriate use of technology in the classroom and outside of it to promote learning, supported by contributions from health and education professionals who contribute from neuropedagogy. The text concludes with a critical reflection on the scope and limitations of the proposal, with significant contributions from neuroeducation and the social responsibility of the educational process, due to its capacity to modify the mental structures of children.