LEARNING AND NEUROPSYCHOPEDAGOGY

Abstract

This article examines neuropsychopedagogy as a field of knowledge that integrates contributions from neuroscience, psychology, and pedagogy, understanding learning as a biological, cognitive, and social phenomenon. The research, based on a qualitative and bibliographic approach, reflects on the importance of this science for strengthening inclusive educational practices grounded in the understanding of brain functioning and the recognition of human singularities. Drawing on authors such as Relvas (2012), Piaget (1990), Ramalho (2015), and Freire (2019), the study demonstrates that learning occurs in an integrated manner, involving emotion, memory, and experience. Within this context, neuropsychopedagogy emerges as a bridge between science and education, contributing to the prevention and intervention of cognitive difficulties, as well as to the development of methodologies that foster autonomy and academic success. It concludes that this area broadens pedagogical possibilities, humanizes teaching, and reaffirms the ethical commitment of schools to the right of all individuals to learn.