Education, mind and word: Statistical analysis of the neuro-didactic contribution to oral literature

Abstract

This research arises from an interest in understanding how oral literature, when articulated through neurodidactic approaches, can become a key pedagogical tool for the development of critical thinking in the secondary education sublevel. In a context such as that of the public institutions in southern Quito characterized by their cultural diversity and social vulnerability it is urgent to redefine educational practices from a humanistic, emotionally engaging, and cognitively challenging perspective. This study is particularly important as it fits into current discussions about the need to transform education through a critical and culturally situated pedagogy. In the contemporary scientific field, neuroeducation has demonstrated that meaningful learning is enhanced when multiple dimensions of being are activated: body, emotion, language, and culture. Therefore, the analysis presented not only contributes to the theoretical understanding of the link between orality and critical thinking but also offers empirical evidence that allows for the redesign of teaching practices based on multisensory, narrative, and participatory strategies. Thus, this research contributes to positioning oral literature as a backbone of the school curriculum and a catalyst for critical and intercultural citizenship.