Publication: Neuroeducación y lingüística: una propuesta de aplicación a la enseñanza de la lengua materna
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2016-02-25
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Universidad Complutense de Madrid
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Abstract
La Neuroeducación es una inter y una transdisciplina con la cual se procura ofrecer un nuevo modelo educativo que afronte y mejore sustancialmente la actividad del educador en las aulas. Esto, como una forma de buscar solución global a la actual crisis de la Educación Mundial, partiendo del axioma de que se aprende únicamente con el cerebro. Por otro lado, se expone un cambio radical en el ejercicio de la enseñanza de la lengua materna que consiste en postergar la gramática explícita hasta los 12 a 14 años. Es decir, tomar en cuenta los postulados más trascendentes de la Neuroeducación en el proceso de la enseñanza de la Lengua Materna. El proceso enseñanza –aprendizaje tradicional ha constituido históricamente un fracaso en todos los aspectos, pero con mayor fuerza de razón en los dos dominios base del aprendizaje: la lengua materna y la matemática. Se debe comprender qué es y cómo aprende el cerebro. Dice Jensen (2010) que constituye una irresponsabilidad seguir ignorando qué cosa es el cerebro y su primordialísima participación en el aprendizaje. En el cerebro encontramos la respuesta para la transformación y es en él donde ocurrirá la transformación: en el cerebro del maestro y en el cerebro del alumno. La Neurociencia ha permitido comprender un abanico de habilidades de tipo cognitivo, social, emocional, moral y físico que es imprescindible ser aprendidas, desarrolladas, practicadas y utilizadas en cada grado escolar para conformar y consolidar en las mentes infantiles las bases de todos los conocimientos posteriores. (Campos, 2010). En este nuevo modelo: la emoción, los sentimientos, sus mecanismos cerebrales y su expresión en la conducta siguen siendo la base para construir un edificio sólido en la enseñanza. (Mora Teruel, 2013). De ahí, la enorme importancia y la delicada atención en el desarrollo de la formación escolar inicial, el Nivel Primario, tanto para el educador como para el educando..
Neuroeducation is an inter and transdiscipline which seeks to offer a new educational model that addresses and substantially improves the activity of the teacher in the classroom. This, as a way of looking for worldwide solution to the current crisis of Global Education, based on the axiom that you learn with the brain. On the other hand, it presents a radical change in the exercise of the native language teaching that consist on postponing explicit grammar until 12-14 years. That is, taking into account the most significant postulates of Neuroeducation in the process of teaching of the native language. The traditional teaching-learning process has historically been a failure in every aspect, but with a greater impact in the two principal bases of learning: native language and mathematics. They must understand what the brain is and how does it learns. E. Jensen (2010) says that it is irresponsible to continue ignoring what the brain is and its very important participation in learning. In the brain we find the answer for transformation and it is whitin it where the transformation will occur: in teacher’s brain and student’s brain. Neuroscience has elucidated that there is a wide range of cognitive, social, emotional, moral and physical types of skills that becomes crucial to be learned, developed, practiced and used on each grade level as a requirement to conform and consolidate, on children's minds, the basis of all subsequent knowledge. (Campos, 2010). In this new model: emotion, feelings, brain mechanisms and their expression in behavior remain as foundation that we need to know to assemble a solid teaching building. (Mora Teruel, 2013). That is why the enormous importance and delicate attention to the development of initial education, the elementary level, both for the educator and the learner...
Neuroeducation is an inter and transdiscipline which seeks to offer a new educational model that addresses and substantially improves the activity of the teacher in the classroom. This, as a way of looking for worldwide solution to the current crisis of Global Education, based on the axiom that you learn with the brain. On the other hand, it presents a radical change in the exercise of the native language teaching that consist on postponing explicit grammar until 12-14 years. That is, taking into account the most significant postulates of Neuroeducation in the process of teaching of the native language. The traditional teaching-learning process has historically been a failure in every aspect, but with a greater impact in the two principal bases of learning: native language and mathematics. They must understand what the brain is and how does it learns. E. Jensen (2010) says that it is irresponsible to continue ignoring what the brain is and its very important participation in learning. In the brain we find the answer for transformation and it is whitin it where the transformation will occur: in teacher’s brain and student’s brain. Neuroscience has elucidated that there is a wide range of cognitive, social, emotional, moral and physical types of skills that becomes crucial to be learned, developed, practiced and used on each grade level as a requirement to conform and consolidate, on children's minds, the basis of all subsequent knowledge. (Campos, 2010). In this new model: emotion, feelings, brain mechanisms and their expression in behavior remain as foundation that we need to know to assemble a solid teaching building. (Mora Teruel, 2013). That is why the enormous importance and delicate attention to the development of initial education, the elementary level, both for the educator and the learner...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filosofía, leída el 13-11-2015