El diálogo en las ciencias cognitivas frente a la controversia de la coeducación

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Sonia Reverter-Bañón http://orcid.org/0000-0002-9738-421X

Resumen

El objetivo de este artículo es reflexionar sobre la investigación neurocientífica en relación con la diferencia sexual. El interés en esta reflexión es abordar el debate sobre coeducación. La metodología empleada se basa fundamentalmente en la revisión y contrastación de los textos y teorías que han protagonizado el debate en la última década. En ese tiempo ha surgido con fuerza una controversia, ya planteada en momentos pasados, sobre la pertinencia de proponer de nuevo una educación segregada por sexos frente a la coeducación. Para deshacer este nudo se verá que, no solo las neurociencias serán importantes en lo que dicen sobre los cerebros, sino también será necesaria una mirada crítica que ha de proceder, tanto desde una autocrítica de las mismas neurociencias, como de otras disciplinas, y muy especialmente desde la filosofía de la educación. En este sentido, el conjunto de teorías cognitivas habrán de estar en un diálogo abierto y constante para conocer aspectos importantes que las neurociencias por sí solas no pueden responder. Una propuesta desde la llamada neuroeducación no solo no puede obviar este diálogo transdisciplinario, sino que debería, de alguna forma, poder liderarlo. La cuestión finalmente será ver qué se entiende por educación y qué filosofía de la educación defendemos. Es precisamente esta mirada transdisciplinar, más que un discurso unidireccional de las neurociencias o de una neuroeducación determinada por la jerga de lo neuro, lo que nos hará apostar por la coeducación.
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