La neuroeducación como fundamento para fortalecer la formación docente y promover una transformación educativa inclusiva

Abstract

The central problem highlighted in the presentations of the International Congress on Education lies in the structural and philosophical incompatibility between the historical rigidity of the educational system and the cultural and social diversity of its students, which leads to high levels of inequality. The work is based on the themes and approaches of the Congress, focused on educational reform and transformation in Latin America and Ibero-America. The general objective is to develop a teacher training path based on the principles of neuro education, pedagogical contextualization, technological integration and hierarchy of the teaching role. The methodology proposes a preliminary course of action to transform educational processes from understanding how the brain learns and how technologies can enhance pedagogical practice. The proposal is structured in three fundamental pillars: neuro educational, contextual pedagogic and humanistic onto pedagogical. The expected results aim to transform and continuously update teachers to respond to contemporary challenges. In conclusion, we seek to train educators aware of their own learning processes, capable of designing inclusive experiences, contextualized and with responsible use of technology, promoting inclusion, equity, and educational innovation in Latin America. It is also proposed to strengthen the professionalization of teachers through a progressive hierarchy that recognizes the stages of professional development and encourages the evolution of the educator from a role of knowledge transfer to an active companion, learn together with their students and guide their practice from reflection, ethics, and transformative commitment.