Neuroeducational discourses, diversity and inequality: about the authority of science in educational areas

Abstract

The aim of this article is to analyze certain discourses that circulate on and about educational neurosciences and their dissemination in educational environments. For this purpose, some of the existing debates within neuroeducation as a discipline are briefly summarized and then the results of the analysis of training courses oriented to teachers of different educational levels in Argentina are presented. The courses and didactic materials analyzed have been systematized in the framework of the project that addresses the issue of neuroscientific discourses and their links with the management of diversities and inequalities in the educational institution. The analysis will be made from a sociological approach in order to show the possible argumentative nodes that support some of the proposals made on neurosciences and their concrete application in the classroom, exceeding the objectives of the paper to evaluate the veracity of the findings that neurosciences have obtained as a basic science.