The Broken Glass of Education in Mexico from Neuroeducation and the Pymes

As testimony, the situation that prevails in Mexico and the concept of the broken glass in education is seen with a sad argument where there are diverse and complicated broken pieces of educational reforms, for this reason neuroeducation was considered as a strategy to improve teachers and students. The objective was to identify the professionalization of teachers that allow raising the academic performance of students, which allows obtaining a recognition of PYMES based on education, The methodology, was considered to public universities and normal schools in Mexico. Methodology and a total of 3 instruments were applied in a sample of 150 students from a universe of 1500 students, through a multicenter observational design, where an evaluation instrument was a strategy. The study was carried out with a non-experimental quantitative approach of an instrumental type with the age and average. 100 teachers from educational institutions participated. The results of the exploratory factor analysis technique validated subscales related to strategies with a learning context, the contribution was among the main data, it was found that pedagogical skills, emotional affective and psychosocial aspects affect academic performance. It was detected that 10% of the students manifested emotional affective disorders.