The Figure of the Neuroeducator in the classroom
| Lourdes Fernández - 16 Sep 2022

Nowadays, today’s society is constantly changing, with changes in family, culture, thoughts, feelings, beliefs, etc. There fore, as a result of this, it is convenient that the Educational Centers are prepared to be able to respond to the demand of the students whose personality is being built, so that they acquire competent learning, not only at a curricular level but also at a competence level. It enables them to develop in their daily life which will be useful for their whole life.
 If we consult the Spanish Constitution, Article 72.2. recognizes that “The aim of education shall be the full development of the human personality with respect for the democratic principles of coexistence and fundamental rights and freedoms”.  Moreover,  if we turn to the Organic Law 3/2020 on Education, it is visible that educational inclusion, personalized attention, learning prevention, and the implementation of reinforcement mechanisms must be guaranteed as soon as difficulties are detected. By these regulations and as a Primary Education teacher, to try to carry out in the classroom what the current society demands together with the educational laws regarding learning difficulties, the figure of the educational counselor has a fundamental role. He/she advises teachers, together with the specialists of Therapeutic Pedagogy, on how to adjust the teaching and learning process to the needs of the students through small interventions, so that we can guarantee those above.
 However, taking into account the reality and without entering into the debate on the shortage of resources that is present in our daily lives, to make “reality” everything that is reflected in the current regulations, there are many difficulties within our teaching profession. That includes the lack of training by the administration and the lack of knowledge in this field by teachers, so the easiest way is usually to ignore the problem (Avast, 2012).
  As a teacher, my position is clear toward neuroeducation, since, as Mora (2022) explains, for a long time formal education has been based on humanistic thinking. Still, now a new vision of education is needed, consisting of the fusion of neuroscience, pedagogy, psychology, philosophy, medicine, and genetics (among others).  In addition, a new paradigm must be added here, since the integration of neuroimaging in the learning stages of written language and mathematics has been a revolution to understand in detail the variations that occur during reading in the brain (Shaywitz, 2003). So this has resulted in the merging of knowledge of cognitive psychology and psycholinguistics with brain activity originating in visual and phonological perceptions, memory, language, and thought (Bravo, 2017).
 Scheleicher (2018), Director of Education at the OECD, explains that the quality of teachers is a key factor that influences the learning and performance of students, so they must receive neuroeducational training based on the strength of scientific research and just as scientific discoveries influence all fields of our lives, education must assume part of this knowledge.
 Moreover, it is that neuroeducation training influences the way teachers conceive student learning so that they carry out methodological interventions that result in improved student performance (Robb, 2016).
 In this sense, one could talk about of the figure of neuroeducation in the classroom, to give rise to a real possibility of neurological research in education. Already in his day, Cruinckshank (1981) defined this figure as the person who guides and attends to the needs
of students with learning difficulties. Gardner (2008) also proposed this figure, but as a profession in educational centers, focusing profession in educational centers, focusing it from a neuroscientific perspective.
 Bueno (2019) explains that such a figure in the educational field would help to improve the quality of education, since knowing the needs of the brain and its development, based on its reflection and its application to each situation and context,  would have an impact on improving the quality of teaching.
 It would also help teachers to design more efficient didactic and methodological strategies, not only by ensuring a theoretical and philosophical framework but also by promoting greater learning at the level of brain development that educators can interpret (Paniagua, 2013).
 On the other hand, it would also help to banish the myths that exist within education and also to guide families toward specialized professionals according to possible problems that each student may have in class (Mora, 2022).
 In conclusion, based on the fact that oral and written language disorders are frequent problems found in our classrooms, intervention proposals are needed to help students to improve their academic performance. Perhaps the figure of neuroeducation,  suggested by Mora, who has the knowledge to detect these problems and also knows in depth how the linguistic process works in the development of cognitive processes and academic skills, would help to conduct research and neurological interventions in the classroom.
 As De la Pena (2107) rightly explains, research helps to detect problems, and that together with a subsequent intervention, which is based on brain plasticity, results in greater optimization of educational responses. Therefore, the reality of our classrooms is that they need these neurological investigations and their interventions due to the diversity of learning problems that exist, to improve the academic situation of the person, being evident in the joint work between teachers, families, and external professionals.


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