ACQUISITION OF KNOWLEDGE IN ELEMENTARY SCHOOL FROM INTEGRAL NEUROSCIENCE

Abstract

The goal of neuroscience is to apply cerebral dynamics and functioning to strengthen students' skills in knowledge acquisition. From this perspective, the general objective of the article is: To analyze the impact of comprehensive neuroscience on the processes of knowledge acquisition in fifth-grade students at the Gabriel García Márquez campus of the Atanasio Girardot Educational Center. It relied on Piaget's theory of cognitive development and neuroplasticity, Roger Sperry, Paul MacLean, and Elaine de Beauport's neuroscience theory, Carl Rogers' personality theory, and Abraham Maslow's humanism theory. The research focused on qualitative research under the interpretive paradigm and the phenomenological method; techniques and instruments for data collection included: direct and/or participant observation, in-depth interviews, a record notebook, and an interview guide. Five key informants were selected: three (3) teachers and two (2) students from the study site, who were intentionally chosen, each belonging to different areas of knowledge (natural sciences, mathematics, social sciences, and Spanish language). It is concluded that knowledge acquisition at the primary level is strongly influenced by the classroom's emotional climate; it is suggested that cognition cannot be separated from emotion; learning is enhanced when there is a bond of empathy and security; where neuroscience is not only a set of technical data about the brain, but a holistic vision that humanizes the educational process and redefines the role of the teacher as a mediator of brain development.