INTEGRATION BETWEEN NEUROSCIENCE AND DICT: STRATEGIES AND ELEMENTS FOR TEACHER TRAINING

Abstract

This article examines the integration between neuroscience and Digital Information and Communication Technologies (DICT) in the educational context, analyzing the formative elements necessary for teacher training and discussing the challenges and possibilities of this integration in the teaching-learning process. Through bibliographic research, the study analyzes students' cognitive development, adequate teacher preparation, and the prevalence of neuromyths. The results indicate the importance of continuous teacher training and the inclusion of neuroscience in initial training curricula to create a more dynamic educational environment adapted to students' needs. The research shows that the transformation of the teacher's role from transmitter to mediator presents itself as a central element for learning personalization, while overcoming neuromyths and barriers to technology access remains a challenge to be faced. The practices based on this integration require future investigations into specific training methodologies in neuroscience for teachers, as well as the relationship between DICT-neuroscience in different socioeconomic contexts and strategies for disseminating neuroscientific knowledge in schools.