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Neurosciences are a set of disciplines which aims to research the nervous system, focusing on brain functioning in relation with our behaviors. Neurosciences not only address the neurobiological issues of behavior but also rely on cognitive psychology, linguistics, anthropology and artificial intelligence. Neuroeducation, also called educational neuroscience, is an expanding discipline that aims to study brain development and its neurobiological foundations by optimizing teaching and learning process. Through analyzing some classic and current contributions of the neurosciences to the educational area, this paper proposes to review neurosciences' contribution to the educational field, establishing at the same time critical and future ways to get even closer relations between them. Then, we conclude that although the neuroeducation contributions are varied and we expect advances in this area derived from new technologies, we must be cautious and critical when analyzing or putting them into practice, since research must be generated with greater ecological validity, in educational environments with human beings with analysis at different levels, without ignoring the interdiscipline. [ABSTRACT FROM AUTHOR]

Education, neurosciences, and educative practices, are concepts whit very important interrelations. The demands of actual society for humans, implies that people need to be educated for affront this demands. In this review are presented some considerations about two points. First, the place of neurosciences in the develop of education; second, the varied forms in that education and neurosciences could be complement, for to do that educative practices, can to responses the demands of a very complex and fluctuating society. The review was elaborate from the analysis of different scientific papers and books. Was obtained as conclusion, that neuroscience is one of the most important areas for to develop educative practices with levels of adequacy for the actuals social demands. [ABSTRACT FROM AUTHOR]