NEUROSCIENCE AND LEARNING: A REVIEW OF SCIENTIFIC ADVANCES REGARDING COGNITIVE PROCESSES BETWEEN 1990 AND 2026

Abstract

This article sought to understand how knowledge generated in the field of neuroscience can contribute to broadening the understanding of learning and strengthening the dialogue between scientific knowledge and education during the period from 1990 to 2026. The methodology employed was a bibliographic review with a qualitative approach and a descriptive nature. The results show that learning is a complex process involving the integrated functioning of various neuropsychological processes and functions. Neuroplasticity demonstrates the brain's capacity to reorganize itself in response to experiences, while attention and memory play a role in the selection, processing, and consolidation of information. Similarly, executive functions—such as planning, working memory, inhibitory control, and cognitive flexibility—help students organize their actions, face challenges, and develop greater autonomy in the learning process. In the educational field, knowledge derived from neuroscience can contribute to reflection on pedagogical practices. However, such knowledge should not be viewed as a set of ready-made methods or definitive solutions for learning difficulties. Therefore, the convergence of neuroscience, neuropsychology, and education offers significant contributions to a broader understanding of the learning process, yet it requires a responsible and critical perspective.