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Abstract
This is a scientific article that proposes an approach to the concepts of neuroeducation and neurolearning, from the complex integrative perspective that involves human activity and its concretion in culture as an expression of an ecosophical reality, which conceives the human being as a microcosm, because both the brain and culture replicate it analogically. The author considers the path followed by neuroscientific and pedagogical research to be incomplete, as it comes to obviate the role of human activity and its qualifying attributes: knowledge, values, communication, praxis and its determination in culture. He shows that the entire human evolution, including the brain's functioning when learning, takes place as a reciprocal action between the material and the ideal. Through the hermeneutic method, he demonstrates that it is in human activity that this dialectical contradiction is resolved, arguing that human activity is the mode of existence, change and transformation of social and individual reality that becomes praxis, an essential subject link - object and subject – subject, where the ideal and the material (everything that exists) really become dialectically.
