THE ESPISTEMOLOGICAL HORIZON OF NEUROSCIENCE IN HIGHER EDUCATION. EXPERIENCES OF THE STATE UNIVERSITY OF BOLIVAR

Abstract

One of the problems presented by Higher Education Institutions is the lack of relevance to the problems of social, productive and cultural environments and contexts, an expression of fragmented, isolated and decontextualized management. The Academic Regime Regulation assumes the challenge of contributing to overcoming this problem, generating a proposal based on the framework of relevance proposed in article 107 of the Organic Law of Higher Education, LOES, and which is a planning based on the Called scientific, technological and humanistic domains of the Ecuadorian HEI. (Larrea, 2014) The relationship between the scientific advances in neurosciences and the processes of formation in the new millennium, due to the need to deepen the understanding of the brain and its functions, the relationship between the processes of formation, learning, personality and education are vital in As to the scientific value of neuroscientific knowledge, such as those related to emotions and cognitive processes in the stages of human development. The essence of this work raises the need to highlight the implications of neurosciences and education, in terms of training processes, precision of educational quality, professional training and future education.