Postgraduate training in Neurodidactics for graduates of educational sciences in Santiago de Cuba

Abstract

In Cuba, it becomes urgent for teachers to develop planning skills under the principles of neuroeducation, using in their favor knowledge about the principles of brain-compatible learning, instructional design, universal teaching-learning, modifiability. structural cognitive and meaningful learning, among other fields of study related to applied cognitive neuroscience. The objective of this study is to characterize the perception that teachers who graduated from Educational Sciences in Santiago de Cuba have about postgraduate training in Neurodidactics. The study is based on qualitative methodology and is descriptive in nature, and works with a sample of 12 recently graduated teachers, 8 women and 4 men.  Among the main results, it can be seen that the perception of postgraduate training in neurodidactics that recently graduated teachers have is supported by a real need, marked by the theoretical, epistemological and methodological inadequacies of this science that remain upon completion of the degree, as well as such as the technological and cognitive barriers that prevent better learning and daily use in the classroom, and the absence of undergraduate subjects that can cover these cognitive gaps.