La visión del neuroaprendizaje como estrategia para los docentes de la Universidad Nacional Experimental Francisco de Miranda municipalizada

Abstract

The purpose of this study is to interpret the vision of neurolearning as a strategy for teachers at the Francisco de Miranda National Experimental University (UNEFM) in the Business Development program, Miranda municipality, Falcón state. Methodologically, it follows the interpretive paradigm of the ethnographic method, using techniques such as observation and in-depth interviews, and using tape recorders and field notes as instruments. This study is part of the Rafael María Baralt National Experimental University's Human Development and Education Research Line. The key informants were three teachers from the UNEFM's business development program and five students from the business development program. When interpreting the meanings of the categories and subcategories, I found the following: From the perspective of students and teachers in the Business Development program at the Francisco de Miranda National Experimental University (UNEFM), neurolearning is related to aspects such as holistic learning, meaningful learning, and the use of tools. A learning environment with defined characteristics, the role of the teacher must be strategist, planner, and professional, and the role of the student, through learning, must be active, interactive, and dynamic. Neurolearning strategies are used by teachers and accepted by students. They utilize a variety of actions, techniques, and activities to foster meaningful learning. The Business Development Program at the Francisco de Miranda National Experimental University (UNEMU) generates not only cognition and knowledge, but also an affective relationship that fosters student progress and ensures a quality educational process.