Neurodidactics as a Strategy for Reading Comprehension in Basic Education

Abstract

Justification: reading comprehension is a fundamental skill in the educational process, especially in basic education, where the foundations for continuous learning and the holistic development of students are established. However, difficulties in understanding texts are a recurring challenge at this educational level, which can limit access to knowledge and affect academic performance. Objective: to strengthen teaching strategies through Neurodidactics to improve reading comprehension in the EGB at the Unidad Educativa Sergio Núñez. Methodology: mixed approach with a quasi-experimental and descriptive design. The sample was non-probabilistic. A training module was designed and applied for educators, focused on understanding the brain's learning processes. Results: teachers' knowledge of reading comprehension strategies is limited, with many excluding cognitive processes. Approximately half of the educators were unaware of the contributions of Neurodidactics, although they showed willingness to take on the role of brain modifiers. The training led to a significant improvement in knowledge about Neurodidactics. Conclusion: transforming teachers into neuroeducators enhances reading comprehension, demonstrating that students struggle in their learning when they do not actively participate. Neurodidactics, by considering emotions, contributes to meaningful and effective learning in the classroom.