Abstract

This article analyses the current educational context of pandemic caused by COVID-19 and orients its development in view of a reformulation from the perspective of neuroeducation and invites to the transformation of pedagogy and the way in which students receive education, taking as a starting point for discussion the reality of basic education in Chile. In this context, the present study aims to review and analyse the theoretical contributions that the principles of neuroeducation provide to the teaching practice and adapts them to the pandemic context, focusing on the importance of socio-affective education in times of crisis. The methodological framework is oriented from the literary and theoretical review of neuroeducation. Finally, strategies adapted from the literature are presented to address and enhance learning skills in virtual education from a socio-affective point of view.