Ciencias cognitivas y educaciónUna propuesta de diálogo

  1. Fuentes Canosa, Adela 1
  2. Umaña Serrato, Jennifer Paola
  3. Risso Migues, Alicia
  4. Facal Mayo, David 2
  1. 1 Universidad Nacional de Educación
  2. 2 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Sophia: Colección de Filosofía de la Educación

ISSN: 1390-8626,  1390-3861

Ano de publicación: 2021

Título do exemplar: Filosofía de las ciencias cognitivas y educación

Número: 30

Páxinas: 43-70

Tipo: Artigo

DOI: 10.17163/SOPH.N30.2021.01 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Sophia: Colección de Filosofía de la Educación

Obxectivos de Desenvolvemento Sustentable

Resumo

In this paper, a transdisciplinary communication approach between cognitive sciences and education, as configured in 21st century, was taken. In the first place, these communicational processes are contextualized inside the historical continuum that transits since the beginning of the last century, with the emergence of educational psychology within the construct of educational sciences; and the constitution of the cognitive sciences, in the mid-twentieth century, that led to the emergence of disciplinary synthesis between the brain and mind sciences. These previous steps enable a framework rooted in the present and in the proposals for consilience between education and cognitive neuroscience. From this historical present, a dialogue between the different epistemes (educational and cognitive), in relation to the phenomenon of bilingual education was made through its concretization in the Ecuadorian intercultural context. The different levels of analysis implicated in a complex phenomenon, as is all educational phenomenon, reflects how transdisciplinary approaches could enable the recognition of the ontological complexity that underlies in an object of study. The dialogue among the different epistemologies and methodologies involved was expressed through the opening of the educational field to the mental and cerebral dimensions in its cognitive expression. Our century, however, maybe is requiring processes of reciprocal openness regarding the influence that the culture-education axis exerts on the modelling of the processes of cognition and learning.

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