Human Transformation From Continuous Pedagogical Teacher Training to Neuropedagogical

José Wilfredo Temoche Quiroga, Germán Alejandro Sánchez Medina, Santiago Coronel Chávez, Jennifer Ivonne

Reyes Vidal, Giuliana Santiago More

(National University of Piura, Peru)

Abstract: Education requires changes, and that is why in 2012, the researcher and neuroscientist José Temoche, by doing a pedagogical practice, reinvents a new way of teaching and learning with inputs, which he assemble until it became a new paradigm of learning with patents of neuroscience and the discipline of neuropedagogy, which were invented by the aforementioned for this purpose. So much so that the scientific path of the neurodevelopmental paradigm was built and that consists of the theoretical framework to support the new conception of the field of teaching-learning neuropedagogy, with methodological elements in learning. Experimental became formal in the teacher’s practice, improving the learning achievements with activities and strategies of the paradigm that was constituted in the neurodevelopmental theory, the neurolearning approach and the neurodidactic methodology. It was elaborated, implemented and evaluated by means of a new teacher training with new concepts in the learning system, and for this, the scientific contribution was constituted in a knowing and doing of improvement in the teaching levels of the teachers and learning in the students.
What is relevant about experience is that by incorporating the neurophysiological learning curriculum, it was possible to reverse the weakness of performance in the academic degree and in the education service. The evidence is that when applying neuropedagogical training through seminars — workshops, which contemplated the neuropedagogical training project for teachers of all levels of regular basic education (EBR) in Peru and Colombia, knowledge entered to a continuous superior level training and was implemented at the National University of Piura and the José Martí University in Cuba, having as results, under the objectives of the innovation project in neuropedagogy, the clear path of innovating and understanding the relevance of continuous training, which culminated with awards in innovative projects that educational entities managed to obtain, through resolutions of favorable results in the field of learning and improvement of the existing educational system.
The most significant and impactful achievement is that the Educational Institutions (teachers and students) left the beginning level of reading comprehension to medium and satisfactory, allowing today in pedagogical practices to make use of the inputs of neuropedagogy training in their management instruments, in the commitments of school management and being teachers with a profile in accordance with the needs of the educational service of innovation and quality. Today, neuropedagogy innovation projects are a trend in improving understanding in learning of the trans disciplinary field where the teacher develops.

Key words: neuroevolutionary paradigm, neurolearning, neurodidactics, scientific path