Neurociencias en contextos educativos: una revisión sistemática de aplicaciones basadas en evidencia y neuromitos prevalentes
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Las aplicaciones de las neurociencias en contextos educativos constituyen una tendencia central en la pedagogía contemporánea basada en evidencia. Sin embargo, aún persisten en la educación mitos referentes al funcionamiento del cerebro durante el aprendizaje. El objetivo del presente artículo estuvo dirigido a analizar las aplicaciones de las neurociencias en la educación, desde una perspectiva basada en evidencia científica. Se realizó una revisión sistemática, de acuerdo a la normativa PRISMA, en la base de datos de Scopus, que analizó 264 estudios mediante herramientas bibliométricas y 15 investigaciones mediante análisis temático cuantitativo sobre los mitos y evidencias de aplicación de la neuroeducación en diversos contextos escolares. El análisis temático se desarrolló bajo el modelo PICO (población, intervención, comparación y resultados). Como resultado se observó un aumento exponencial en los últimos años de las publicaciones sobre neuroeducación, con países europeos como líderes en producción científica y una muy baja representación de países latinoamericanos. Paradójicamente, en Latinoamérica se encontró un aumento de neuromitos, principalmente asociados a formación docente deficiente, problemas de infraestructura y desconexiones con la investigación. Persisten en la literatura los debates éticos sobre las aplicaciones de los principios de las neurociencias en la educación debido a la alta prevalencia de neuromitos asociados a una desconexión de las prácticas pedagógicas con enfoques científicos de enseñanza.
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