NEUROSCIENCE, EDUCATION AND TECHNOLOGY

Abstract

The union between neuroscience, education, and technology presents itself as a growing area of ​​great importance for current educational research. The question that guided this study was to understand how the interaction between these areas can help improve teaching and learning processes. The hypothesis is that, despite the challenges related to teacher training, the propagation of neurological myths, and disparities in access to technology, interdisciplinary convergence can contribute to more efficient, inclusive, and innovative teaching practices. The goal was to examine the principles of neuroscience applied to education, analyze the effect of digital technologies on cognitive processes, and discuss the possibilities and limitations of the union of these areas. The approach employed was based on a qualitative literature review, grounded in national and international authors who discuss neuroeducation, technological innovation, and critical teaching practices. The findings indicated that advances in neuroscience provide important tools for understanding learning processes, while digital technologies expand opportunities for personalization and engagement in the teaching process. However, it was found that the effectiveness of this integration is linked to overcoming barriers such as the lack of solid teacher training and the need for public policies for digital inclusion. The conclusions indicate that the research solved the problem and the objectives were achieved, emphasizing that the union between neuroscience, education, and technology is not only possible but also strategic for building a democratic, critical education oriented towards the challenges of the 21st century.