NEUROSCIENCE AND SUSTAINABLE DEVELOPMENT IN PRIMARY EDUCATION: OPPORTUNITIES AND CHALLENGES FOR STRENGTHENING BASIC SKILLS

Abstract

In the present century, educational goals have ceased to be solely an internal matter for countries, but have become shared aspirations of the international community, which believes that educational quality, equity, and equality contribute to creating a better world for all. Hence, the fourth Sustainable Development Goal, set forth by the United Nations (2015), states that primary education is the space in the educational cycle in which basic competencies are developed that are crucial for successfully continuing the educational process in higher cycles, as well as for functioning in society and having a future in conditions of progress and dignity. For this reason, this scientific essay develops a reflective approach to the lack of a public policy responsible for implementing these possibilities in the classroom, despite the fact that neuroscience could contribute to achieving the goals of said objective in primary basic education. To this end, this dissertation relied on a review of specialized sources, as well as regulatory and jurisprudential sources, which reveal both the potential of neuroscience and the lack of a strategy to integrate it into national public policy. Finally, an argumentative proposal is made that proposes integrating neuroscientific knowledge into the classroom to achieve the goals of the 2030 Agenda.