Teaching brain-compatible teaching: from neural theory to classroom practice

Introduction: The text presented neuroscience as an interdisciplinary framework that explained the relationship between brain, behavior and learning, and based its contribution to education from the “decade of the brain”. It emphasized that synaptic plasticity allowed structural and functional changes throughout life, and that understanding brain organization - hemispheres, lobes and limbic system - guided didactic decisions sensitive to attention, motivation and memory. From this, educational neuroscience articulated evidence to transform teaching practice.Development: The document integrated contributions from neuroscience, psychology and education to translate brain principles into curricular and methodological decisions. It described the role of attention, concentration, memory, reasoning and perception in the encoding and retrieval of information, and linked emotions and learning through the limbic system. He presented neuropedagogical and neurodidactic strategies: clear goals, time management, stimulus variation, visual organizers, distractor control and formative feedback. In Mathematics, he promoted active methodologies - inquiry, discovery, problem solving, peer work and guided discussion - aligned with constructivist and cognitivist approaches, activating frontal-parietal networks to strengthen reasoning and calculation. He classified strategies into operational (maieutics, previous organizers, mnemonics, analogies), socioemotional (relaxation, sensitization, feedback) and methodological (mind and concept maps, pedagogical use of ICT).Conclusions: The analysis concluded that teaching “brain-compatible” did not replace pedagogy, but rather robust it with evidence to improve design, teaching and evaluation. It recommended institutionalizing teacher training and action research to sustain improvements, especially in Mathematics, where it enhanced deep understanding, self-regulation and transfer to real problems.