Collaborative professional development strategy in neuroeducation for educational guidance specialists
Collaborative professional development strategy in neuroeducation for educational guidance specialists
Keywords:
Neuroeducation, professional development, collaborative strategy, educational guidance, Diagnosis and Guidance Centers (CDO), continuous trainingAbstract
In recent years, the relationship between neuroscience and education has generated an emerging field of knowledge that seeks to integrate advances in brain science whit teaching and learning processes. This convergence, known as neuroeducation, represents a transformative opportunity to rethink pedagogical practices from a deeper understanding of brain function. This article aims to present a professional development strategy in neuroeducation, aimed at specialists from the Diagnosis and Guidance Centers (CDO) in Cuba. The proposal is based on a socio-cognitive and collaborative approach, with the purpose of strengthening the neuroeducational competencies of these professionals and optimizing guidance and follow-up processes, thereby promoting more inclusive, personalized, and scientifically based educational attention. The methodology, of a theoretical-descriptive nature, combined documentary analysis with critical opinion workshops and collective construction, involving 17 experts. The strategy design was structured into three iterative phases: participatory diagnosis, collaborative design, and continuous formative evaluation. Diagnostic results revealed a significant training gap, with high attitudinal disposition (75-80%) but low instrumental competencies (10-12% at a high level) in neuroeducation. The resulting strategy is flexible, contextualized, and systemic, integrating theoretical and practical components, and was validated through the Delphi method by specialists in the field. It is concluded that this proposal represents a relevant contribution to the transformation of guidance practices in Cuba, aligned with the principles of educational equity and the 2030 Sustainable Development Goals.
Downloads
References
Araya-Pizarro, S. C., & Espinoza Pastén, L. (2020). Aportes desde las neurociencias para la comprensión de los procesos de aprendizaje en los contextos educativos. Propósitos y Representaciones, 8(1), e312. https://doi.org/10.20511/pyr2020.v8n1.312
Canga León, M. M., Chiles Morales, M. E., Valverde Jácome, B. E., Bohórquez Cruz, M. A., y Vilela Carrasco, T. I. (2025). Estrategias Didácticas Basadas en la Neuroeducación para Mejorar la Atención y Memoria en Estudiantes de Educación Básica. SAGA: Revista Científica Multidisciplinar, 2(2), 203-214. https://doi.org/10.63415/saga.v2i2.102
Cortes Arroyo, D. L., & Hodelín Amable, N. (2026). La neuroeducación como estrategia de intervención para estudiantes con déficit de atención en educación básica. Maestro y Sociedad, 23(1), 112-125. https://repositorio.ciedupanama.org/bitstream/handle/123456789/259/The_future_of_education_in_Latin_America_and_the_Caribbean_Possibilities_for_United_States_Investment_and_Engagement_El_Dialogo.pdf
De La Cruz Medina, S. (2025). Neuroeducación en la universidad: estrategias para potenciar el aprendizaje basado en el cerebro. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 6(1), 934-943. https://doi.org/10.56712/latam.v6i1.3391
Mamani Coaquira, H., Sosa Gutiérrez, F., Condori Castillo, W. W., & Cruz Huisa, R. M. (2021). Implicancias de la neuroeducación y desempeño docente: desde la perspectiva del estudiantado. Horizontes. Revista de Investigación en Ciencias de la Educación, 5(20), 1273-1287. https://doi.org/10.33996/revistahorizontes.v5i20.276
Martín Ruiz, A. (2023). Un proceso educativo para la diversidad, actual demanda del proceso de orientacion y seguimiento. Revista Conrado, 19(S3), 456-468. Recuperado a partir de https://conrado.ufc.edu.cu/index.php/conrado/article/view/3531
Mora Arístega, A. (2022). El neuroaprendizaje, como ayudantía educativa: Estrategia para mejorar la práctica docente. Journal of Science and Research, 7(3), 110-134. Recuperado a partir de https://revistas,utb.edu.ec/index.php/sr/article/view/2825
Mora-Rosales, J. C., Jadan-Sumba, D. I., Gallegos-Quilca, M. S., & Laaz-Peñarrieta, E. G. (2025). Neuroeducación y estrategias metodológicas: Una revisión sistemática del proceso de proceso enseñanza -aprendizaje. RICEd: Revista De Investigación En Ciencias De La Educación, 1(2), 34-51. https://doi.org/10.53877/z37fqz48
Muñoz Díaz, J. N., & Jacho Alarcón, E. G. (2024). Neuroeducación en la mejora del proceso de aprendizaje en la educación superior: estrategias, factores. Revista de Investigación Educativa Niveles, 1(1), 34-48. https://doi.org/10.61347/rien.v1i1.56
Navarro Quintero, S. M., Valle Lima, A., García Frías, S., y Juanes Caballero, I. (2021). La investigación sobre el III Perfeccionamiento del Sistema Nacional de Educación en Cuba. Apuntes. https://ve.scielo.org/pdf/raiko/v9s1/2542-3088-raiko-9-s1-97.pdf
Palma-Menéndez, S. P., Rizzo-Andrade, M.O., Vera-Rivera, M. A., & Palacios-Alonzo, S. M. (2025). Estrategias en neuroeducación y aprendizaje basado en la emoción para la motivación en el aula. Revista Multidisciplinaria de Investigación, 5(1), 18-24. DOI: https://doi.org/10.62574/rmpi.v5i1.282.
Pérez Jiménez, C., Núñez Rodríguez, O. L., & Gómez Cardoso, A. L. (2023). Método de Saberes Cooperativos: transformación de la superación profesional en el tratamiento a la inclusión socio educativa. Transformación, 19(1), 117-136. http://scielo.sld.cu/scielo.php? script=sci_arttext&pid=S2077-295520230010010171&lng=es&tlng=es=es
Rodríguez Reyes, F. F., Pitizaca Torres, T. del C., Rodríguez Verdugo, M. D., Cun Aldaz, P. R., & Vera Ortega, D. E. (2025). La neuroeducación en el aula infantil: Aporte Científico Para Potenciar el Desarrollo Cognitivo y Emocional. SAGA: Revista Científica Multidisciplinar, 2(2), 171-181. https://doi.org/10.64315/saga.v2i2.90
Solórzano Álava, W. L., Rodríguez Rodríguez, A., García Rodríguez, R., & Mar Cornelio, O. (2024). La neuroeducación en la formación docente. Revista Científica de Innovación Educativa y Sociedad Actual “ALCON”, 4(1), 24-36. https://doi.org/10.62305/alcon.v4i1.63
Vargas-Tipula, W. G., Zavala- Cáceres, E. M. y Zuñiga-Aparicio, P. (2024). Estrategias para el aprendizaje desde la neurociencia: Revisión sistemática. Revista Arbitrada Interdisciplinaria KOINONIA, 9(1), 97-114. https://ve.scielo.org/pdf/raiko/v9s1/2542-3088-raiko-9-s1-97.pdf
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jacinto Morgade Molina, Lissett González Cobos, Clay Pérez Jiménez
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Horizonte Pedagógico is an Open Access journal, meaning that all its content is freely accessible at no charge to the reader or their institution. Users are authorized to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal without prior permission from the publisher or author, in accordance with the BOAI definition of open access. Authors who publish in this journal agree to the following terms: Authors retain copyright and grant the journal the right of first publication. The journal is protected under a Creative Commons Attribution 4.0 International License (CC BY-NC 4.0), which permits others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) for any purpose, even commercially. Under the following conditions: attribution (you must give appropriate credit, provide a link to the license, and indicate if changes were made) and non-commercial — You may not use the material for commercial purposes. You may do so in any reasonable manner, but not in any way that suggests that the journal or the publishing author endorses you or your use.
Dirección General de Educación La Habana
