| Sumario: | The XXI century has been called a century of openness to information and technology innovation, looking to form partnerships of knowledge (Bruner, 2000; Didriksson, 2004; Gazzola & Didriksson, 2008; Didriksson, 2004; Didriksson, 2005; Ferrao, 2012; Ferrao, 2012). From this place of enunciation, advances in neuroscience, thanks to technological advances and the infinite possibilities offered by databases to systematize the findings in terms of knowledge production, possible that more national and international researchers different epistemological fields, using what is known about the brain. Thus, when searching from 2004 to 2014 (in 2011 Kuhn & 1989, mentions that the paradigm of science changes every 10 years). In this vein, the article seeks to place the reader in those contributions that neuroscience is targeted to education, particularly on matters pertaining to learning, but trying to propose a reflection on the challenges of education and human development, find the school that require knowledge societies.
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