Significance of a Neuroeducation concept for the contemporary teacher

Abstract

The objective of this theoretical review is to systematize a concept about Neuroeducation and its significance for teaching performance in the contemporary scenario. Based on the review of research results, works and relevant authors on the subject evidenced by the reading and citation of these, the complex and emerging nature of Neuroeducation as a scientific discipline is supported, as well as the need for its integration into the Educational Sciences. The urgency of its application in training scenarios at all educational levels is supported, in order to make the acquisitions of those who learn more solid and meaningful.