Neurocognición social y ciudadanía digital: aportes de la neuroeducación para la protección de los derechos humanos en América Latina

César Augusto Victoria Arce

doi:10.22490/28057597.11097

Vol. 6 No. 1 (2026)

Published 2026-06-30

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Artículo de reflexión

Social Neurocognition and Digital Citizenship: Neuroeducational Contributions to the Protection of Human Rights in Latin America

DOI: https://doi.org/10.22490/28057597.11097

César Augusto Victoria Arce Universidad Nacional Abierta y a Distancia

Abstract
References

The relationship between social neurocognition, digital citizenship, and human rights represents an emerging field of analysis in Latin America, where persistent digital divides continue to limit equitable citizenship (Economic Commission for Latin America and the Caribbean [ECLAC], 2024). Evidence from social neuroscience has demonstrated that processes such as empathy, cooperation, and justice rely on neurobiological foundations associated with networks involved in social cognition and socio-emotional regulation (Decety y Lamm, 2007; Eisenberger, 2012; Lieberman, 2013). These findings suggest that digital exclusion is not merely structural but also entails consequences for mental health and social cohesion. Within this framework, digital citizenship—defined as the set of competencies required for active, critical, and ethical participation in digital environments (UNESCO y Council of Europe, 2019), becomes central to the protection of human rights in hyperconnected societies (United Nations [UN], 1948; UN, 2015). The aim of this article is to analyze how contributions from social neuroscience, neuroeducation (Mora, 2017; Jensen, 2008), and heutagogical approaches focused on self-determined learning (Hase y Kenyon, 2000; Leal Afanador, 2020) may contribute to the development of digital citizenship and the safeguarding of rights in Latin America. The methodology consisted of a documentary review and critical analysis of indexed academic literature, institutional reports, and recent legal frameworks, with particular attention to the Colombian context. Based on this review, the article proposes a neuroeducational integration of the heutagogical approach—referred to here as neuroheutagogy—as a conceptual framework to strengthen self-regulation, empathy, and responsible participation in digital environments. It is concluded that the articulation of neuroscience, pedagogy, and public policy is essential for technology to function as a bridge toward equity, democracy, and human dignity in Latin America.

keywords: Digital citizenship, Human rights, Latin America, Neuroeducation, Social neurocognition

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How to Cite

Victoria Arce, C. A. (2026). Social Neurocognition and Digital Citizenship: Neuroeducational Contributions to the Protection of Human Rights in Latin America. EducAcción Sentipensante, 6(1). https://doi.org/10.22490/28057597.11097

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