Neuropedagogía y aprendizaje autónomo en educación básica primaria urbana: reflexión crítica documental (2020 - 2025)

Viviana Solbey Díaz López; Diana  Reyes Flórez

doi:10.22490/28057597.11481

Vol. 6 No. 1 (2026)

Published 2026-06-30

license

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Artículo de reflexión

Neuropedagogy and autonomous learning in urban primary basic education

DOI: https://doi.org/10.22490/28057597.11481

Viviana Solbey Díaz López Universidad Nacional Abierta y a Distancia

Diana Reyes Flórez Universidad Nacional Abierta y a Distancia

PDF (Spanish)

Abstract
References

This reflection article critically analyzes the contributions of neuropedagogy to the strengthening of autonomous learning in students from urban primary education. The purpose was to examine, through a documentary review, the extent to which findings on self-regulation, self-directed learning, executive functions, emotion, and formative assessment provide valid pedagogical foundations for promoting school autonomy. Methodologically, documentary research was conducted on academic literature published between 2020 and 2025, retrieved from databases, indexed journals, repositories, and verifiable academic reference documents. Subsequently, the information was organized in an analytical matrix according to criteria of relevance, currency, and conceptual consistency. The results of the analysis show that neuropedagogy contributes to autonomous learning when it is translated into observable didactic mediations, avoids neuromyths, and integrates emotional climate, decision-making, analysis, metacognition, and continuous formative assessment. As a limitation, this study does not present direct empirical classroom validation; therefore, its conclusions are limited to the interpretive scope of the review. It is concluded that neuropedagogy has high educational value when it is critically, contextually, experientially, and assessably integrated into school practice.

keywords: Self-learning, Self-discipline, Basic education, Cognition, Neuropedagogy

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750

Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Natur Reviews Neuroscience, 15(12), 817-824. https://doi.org/10.1038/nrn3817

Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10. https://doi.org/10.1111/j.1751-228X.2007.00004.x

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Peregrina Nievas, P., & Gallardo-Montes, C. del P. (2023). The neuroeducation training of students in the degrees of early childhood and primary education: A content analysis of public universities in Andalusia. Education Sciences, 13(10), Article 1006. https://doi.org/10.3390/educsci13101006

Shvarts-Serebro, I., Ben-Yehudah, G., Elgavi-Hershler, O., Grobgeld, E., Katzof, A., Luzzatto, E., Shalom, M., & Zohar-Harel, T. (2024). Agents of change: Integration of neuropedagogy in pre-service teacher education. Frontiers in Education, 9, Article 1369394. https://doi.org/10.3389/feduc.2024.1369394

Tokuhama-Espinosa, T. (2010). Mind, brain, and education science: Foundations of a new science of learning. W. W. Norton & Company.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909

license

How to Cite

Díaz López, V. S., & Reyes Flórez, D. . (2026). Neuropedagogy and autonomous learning in urban primary basic education: a critical documentary reflection (2020 - 2025). EducAcción Sentipensante, 6(1), 127-138. https://doi.org/10.22490/28057597.11481

Download Citation

Almétricas