Abstract

The purpose of this work is to critically analyze the relationship between the neuroscience of learning and the socioeconomic influence on an individual’s cognitive development, addressing events that can cause exclusion in learning processes. It highlights vulnerabilities in the socioeconomic context as situations that enable social exclusion and, consequently, a possible deficiency in the development of cognitive skills. It questions how to promote the development of cognitive skills without room for exclusion. This bibliographic study reflects on neuroscience, addressing cognitive abilities, the interaction of humans with their environment, and human development and its social context, relating philosophy and psychology as factors of clarification and investigation. The process of scientific knowledge, demonstrated by neuroscience research, confirms the interdependence of human development within the cultural, biological, and socioeconomic context. Neuroscientific development has shown that the being is bio-psycho-social and that the level of experience of the being with the environment in which they live will interfere, positively or negatively, in the improvement of their abilities.

Keywords

neuroscience, learning, socioeconomic reality, cognitive abilities, interaction