Abstract

The word reveals the treatment to the insufficiencies about the integration of scientific knowledge regarding neuroscience and pedagogy in the initial training of teachers, fragmented vision becomes current epistemological problems.. The persistence of such failure is due to teaching, the brain changes that occur when learning misunderstanding, representing modifiability and diversification of teaching strategies. Consequently, the experience of Cuba case about the integration of neuroscience in the curriculum of university courses for teachers of Early Childhood education, their reality and perspective building full neuropedagogy emerging as a scientific discipline socializes character. They are the result of research development group neuropedagogy reference in racing at the University of Holguin, and are subject to continuous validation.