Neuromyths in education: between invisibility and violence (cultural, symbolic and structural)

Abstract

Teachers face several challenges in the school context, among them those related to neurosciences and their advances, because as new findings on brain functioning are made, it is necessary to rethink pedagogical practices to make learning as effective as possible. This bibliographic research, through documentary review, will propose to assess the new knowledge that refutes half-truths, unfounded beliefs and misconceptions, which are called neuromyths. In fact, these are very present in the formal educational environment, which has led us to analyze their possible consequences in teaching and learning, and to expose how they can be harmful, even being considered a silent form of violence, cultural or indirect (expressions studied by researchers for peace). To this end, we analyze what neuromyths are, including described examples, and present the main conceptualizations of violence and its types, and then link both concepts. It is concluded that, despite what many believe or propose, neuromyths are expressions of violence, since they affect in an avoidable and negative way the potential and capabilities of human beings; therefore, education should work to identify and avoid them, as a step to improve learning, pedagogical environments, learning, and the welfare of communities.