LEARNING A NEUROBIOLOGICAL ACT: A DOCUMENTARY STUDY

Abstract

Recent contributions from the area of neuroscience allow us to understand how the brain works, how it processes information, selects it and organizes it to convert it into knowledge and develop learning. From this perspective, it is intended to contribute with a foundation from different scientific and research positions. This article is based on a documented review of scientific literature, focused on learning as a neurobiological act. Relevant textual quotations with numbers have been selected. The structure contemplates a theoretical analysis of the neurobiological approach in pedagogy, giving importance to the brain. An interpretative process was carried out based on the analysis of the aspects that are assumed to be fundamental based on articles, research and contributions. It is structured in introduction, theoretical body, analytical process and conclusions. The latter highlights that new knowledge and information are received by the brain when it is activated in ways that promote and enhance learning. In biological terms, curiosity is related to the release of dopamine, known as a neurotransmitter that plays an essential role in learning and memory. Dopamine is released when people do something new and interesting, aiding concentration, strengthening memory. It activates the regions of the brain associated with reward. In this order, in regular education, enriching learning environments must be created, where curiosity, motivation, and interest are stimulated in order to generate an emotional connection with knowledge