This study develops an integrative proposal of disciplines of the main sciences linked to the cognitive, focused on the educational field and outlined in the context of this century. More so in a post-pandemic context that assume new pedagogical challenges and that pose diverse strategies according to the individual differences of each student. Therefore, they encourage reflection on the type of work that adapts to the individual, to the needs, desires, aspirations and ways of thinking of students in coincidence with cognitive neuroscience and education. Therefore, the objective is to describe the influence of different cognitive theories on various learning processes through the analysis of paradigms proposed by Bruner, Gestalt, Vygotsky, Ausubel, Piaget, Gardner, Goleman, Feuerstein and Neuroscience. It is concluded that the study of these approaches in interrelation to educational situations strengthen a pedagogical culture to understand the school as an entity that gives openness to various contexts, projects, links, forms of teaching and evaluation. As well as a vision of teaching conception that strengthens the accompaniment and favors the strengthening of autonomous, supportive and educated human beings that adapt to any context of improvement oriented to a welfare in society.

Currently, the educational field is recovering from an endemic state caused by the Covid-19 that generated a forced virtual education, massive with unequal level of opportunities and access. However, the demand for innovative strategies that adapt and guarantee an optimal educational service, as established by (UNICEF, 2019), "education is constituted as an indivisible, inalienable, universal basic human right" (p.12), suggests that the action exercised by pedagogy must strengthen quality education and with access for the transformation of all society and thus counteract any excess that leads to violence and low ethical level. Likewise, the (UN, 2015) in its fourth sustainable development goal, orients to exercise an action of change, in order to promote the increase of teachers with academic level and qualified for the constitution of an equal educational access in developing countries by 2030 (p.20). This will provide quality, equal, inclusive education, without differences of gender, race or ethnicity, disability, migrants, indigenous peoples or vulnerable situation; everyone can acquire knowledge and skills to take advantage of opportunities in society.

In the face of the pandemic situation, the distance education field has required multimedia environments, generating new challenges in pedagogical teaching. However, direct and experiential contacts are required, assuming individual differences. Each student is an individual and requires reflection on the part of the teacher, if his work is adapted to the needs, desires and ways of thinking of his students. Therefore, all modern teaching lies in the combination of correlative relationship and achievements of pedagogical processes supported by theories that study cognitive learning possibilities and constitute in learning opportunities in the conditions that learners and teachers learn (Stankovic, Maksimovic, & Osmanovic, 2018).

Cognitivism currents state that the phases of learning are exposed through the detailed observation of the different processes of the mind according to the environment and attitudes of those involved in this process: teacher and students. It implies that, through the effective cognitive procedure, learning is usually more feasible, and this knowledge is stored in the memory indefinitely. It is based on theories of Gestalt, Ausubel, Bruner, Tolman, Feuerstein, Vygotsky, Piaget, Bruner, Gagné, Gardner, Goleman and Neuroscience that have been providing great contribution to the educational field (Cáceres & Munévar, 2016). These cognitive theories that address aspects of the educational context become greater, since they are oriented to structure cognitive aspects of the subject that reeducate intelligences, activate schemes and interactions between components (Bravo, 1994); Therefore, the present research succinctly addresses the theories of Piaget, Gestalt, Bruner, Ausubel, Vygotsky, Feuerstein, Gardner, Goleman, Neuroscience and their contributions to the educational field with psychological principles that will define the quality of development of teachers in the classroom by providing various forms of learning that provide adequate training in the student.

According to (Fernandez & Gonzalez, 2017), inherent traits that every teacher must forge as part of their dignity in development of skills, knowledge, principles and ethical values. Their academic training and research production should promote competencies and implement methodologies according to the level of the student to undertake tasks that guide economic growth, social equity, cultural integration, globalization in contexts of knowledge, labor, technological, cultural in which the process of teaching and learning based on evaluation of values is developed permanently with a strong commitment to improve attitudes, skills and abilities in a training appropriate to the context. There is no doubt that teaching contributes in a preponderant way to the development of every nation linking the health of the spirit with principles and values in persevering attention to guide the commitment to the environment, projecting itself to the "global village" in a willingness to change, accept diversity and interdisciplinarity, rescue emotional aspects, identity, different, autonomous with complex thinking and integrating economic, physical, cultural, political, sociological, psychological in a flexible and cooperative way. It is prudent and agile in unforeseen situations typical of the teaching process with spontaneous rational, reflective and critical thinking in front of sensitive beings. It is self-critical in search of new knowledge, attitudes and practices that increase initiative, honesty, openness, sensitivity, respect and coherence.

The teacher in his academic work, acquires solidity in pedagogy and discipline, attentive to all sociocultural incidence, valued for his work and projects outlined. Attentive to his motivating exercise in the classroom, reflective to any problem in his field; gives proposals of integration to the interest in learning, applying a differentiated, integrative teaching that facilitates the development of skills and abilities in coherence with due competences that contribute to his being. The teacher possesses leadership attitudes in the face of change in a pertinent manner, demonstrates attributes that allow him/her to position his/her teaching career as an excellent profession. He/she shows willingness to change with a habit of study, works in a team, generous with the knowledge given. This ensures program funding, institutional physical and logistical conditions, and willingness to achieve labor and economic welfare. Therefore, the relationship between education and cognition is consolidated in a binomial; however, it implies establishing diverse communication links between both fields. Cognitive and educational science require openness that is embodied in mental and cerebral levels between learning and cognition in reciprocal openness of cultural and educational dimensions (Fuentes, Umaña, Risso, & Facal, 2021).

Theoretical framework

According to (Cáceres & Munévar, 2016), cognitive sciences address a current called cognitive psychology, which emerged in the 1960s and orients the study of the learning process from a logic of information acquisition. All learning, certainly, implies a process in which meanings are modified intentionally and obtained because of the interaction between the subject and the new information acquired. For this, the individual establishes new structures based on pre-existing schemas in a permanent interaction. According to (Pereira, 2008), the following are supposed axes of cognitive theories: learning, an internal process that occurs in the learning subject (Winn and Snyder, 1996); the student, an active information processor, that is, an "informivore" (Pozo, 1994); learning is integrating new knowledge to existing knowledge (Vignaux, 1991); individual characteristics (beliefs, values, expectations, previous knowledge) affect the way in which instructive stimuli (Castaño, 1994). Mental processes involve knowledge and are oriented to the formation of knowledge from the memory phase, previous perception of what will be learned until reaching the formation of logical concepts.

It is essential to promote thinking as an axis in the educational system with free content programs to learn to think, develop intelligences and enrich cognitive didactics, which exercise mental operations. According to (González & León, 2013), "the dynamic expression of the mind implies a cognitive process based on systems that build and process information that gives rise to elaborate and assimilate knowledge, indispensable to promote thinking" (p.51). Education, in the beginning, focused on transmitting information, emphasizing memory and reproduction of content. However, knowledge increases and spreads rapidly; this requires a greater cognitive processing that guides every student to the selection, organization, critique, production and application of what has been acquired, whatever the context.

The learning of the individual develops the ability, shapes attitudes, gives expectations according to the ability to perceive any situation in a particular way, different from others. Its scope will depend on previous experiences to organize, select and arrange according to significant stimuli or given experiences (form, structure, organization) as a whole or Gestalt in German. Therefore, the Gestalt theory states that "the whole is much more than a simple sum of parts". For (Oviedo, 2004), "the main product of the experimentation project constitutes its law of perception that describes criteria based on the perceptual apparatus that usually selects the main information and then groups it in harmony (pregancy); this will generate a mental representation of what has been learned" (p.96).

The cognitive paradigm, according to (Zebadúa, 2021), comes from the philosophical currents: positivism, relativism and phenomenology. It is oriented to learning in which the cognitive area is involved. Cognoscitivism arises as a theoretical current against behaviorism and was accepted by psychologists Koffa, Wertheirmer, Lewin, among others. For Piaget, human behavior can be understood with cognitive input, he sees a whole and not parts. It was accepted by the followers of Gestalt, who consider knowledge generated through perceptions, acting with intentionality to expand their knowledge with the existence of the real. This paradigm considers that cognitive techniques allow students to expand learning and thinking possibilities. The brain processes all information with perception, the mind selects and encodes information using higher brain functions, the intelligence that allows it to adapt to the context, assuming any situation and choosing relevant and timely decisions in a higher function, the cognitive area involves a series of processes from perception, selection, collection and processing of information to suit their needs.

Learning is given by Insight or path that is concluded by understanding a series of options to solve a given problem; that is, it is the result of the global understanding of an event, prior perception of its most significant elements. According to (Stange & Lecona, 2014), "an integrated person, adapts to new situations, identifies alternatives and answers; knows what he/she needs, lives the present and accepts him/herself as he/she is. He/she flexibly transits his/her individuality and interaction with others; avoids clinging to what does not work" (p.115). His main contribution in the educational field is the proposal of a productive thinking, structural and meaningful understanding of the organization of relationships in an educational orientation; according to the capabilities of each person in terms of attitude, creativity, values and commitment to their environment. Therefore, it is essential for the teacher to know what is characteristic of his students in order to guide them to an understanding of their environment. For (Burga, 1981), "the researchers of the Gestalt theory have proved that the human being does not perceive the elements as isolated entities; but, in interrelation; organizing them in a process as a significant totality" (p.86). The relationship between these entities and their context will determine their actions in an investigation of how human beings adapt to any situation. This in the study of Gestalt is determined as "contact limit", which is where emotions, sensations, modes of experience and behaviors occur.

The study of psychological evolution by Jean Piaget analyzes intellectual progress from the infant's sensory-motor stage to the period when conceptual thinking emerges and adolescence arrives (Alegría, 2022). The psychogenetic scope sees periods from two spheres: continuous (assimilation-accommodation) and discontinuous (structures). Assimilation involves internalizing the object or event to a pre-established structural range of behavior and cognitive aspect. Accommodation is the process where the subject modifies his schema (cognitive structure) to incorporate new objects. In school learning, (Piaget, 1966) establishes three periods: (a) sensoriomotricity (b) prepares and organizes concrete operations (c) formal operation; stages that go from infancy to adulthood. The teacher facilitates so that the student builds his educational acquisitions with motivation (essential in process). Piaget attributes a significant value to language, which is a vital means in the higher intellectual operation in which knowing and behaving come from processing and edification performed by the subject in his cultural exchange with his environment. For (Linares, 2008), among Piaget's contributions to education, a) the student constructs his own knowledge; b) pedagogues guide the acquisition of learning; c) interacting with peers favors the process of acquiring knowledge. Piaget emphasizes pedagogical actions in which he organizes, collaborates, stimulates and guides (p.28).

The significant learning of David Ausubel: internalizes and assimilates with the instruction, concepts forged from the environment in which it is surrounded. Thus, (Ausubel, 1983) argued that "the psychology of education focuses on the origin and mediation of learning of the object of study" (p.18). Learning starts from previous knowledge that the student has with what he acquires, based on that base. For this, in the educational field it is necessary to plan, organize and sequence the fields of study linked to topics already learned by the students for a better understanding. According to (Roa, 2021), "the significance of what has been learned constitutes a challenge for the construction of new knowledge, which requires changes in structure in order to qualify students in their reflective and critical attitude" (p.63).

The discovery learning theory corresponds to (Bruner, 1984) who defines representation as the sum of norms that allow to maintain what is experienced according to its processes. Likewise, (Camargo & Hederich, 2010, p.330) proposes three systems that represent human cognition: (a) motor representation; (b) iconic representation (c) symbol representation in formal language system. Mental tools that guide solutions, decisions and actions at three levels: 1) habitual action of the student; 2) representation of images; 3) link with symbolic language. The teacher facilitates the student towards a potential knowledge with practices of application of said information, selecting what is required of his cognitive structure reached.

Lev Vygotsky and his theory of evolution states that the phases of development articulate thought and language in certain contexts that contribute to it; they also come from genetic origins. The child's speech implies a pre-intellectual period and in the intellectual phase, the pre-linguistic phase occurs. Depending on the time, two separate lines intersect to give way to verbal thinking and then derive to rational language. Learning at school implies a series of experiences for the child who already brings experiences from his first years of life; as a result, there is a significant link between them. The level of mental development from infancy implies learning with the guidance of the teacher in a varied way in interrelation with others to learn through words. This becomes the zone of proximal development, which (Vygotsky, 1995) establishes as the space between a real level of development, which is given by a series of capacities to solve independently; an adverse situation and the level of potential development, given as the resolution of such incidence with the due guidance of an adult person or partner with greater experience or capacity (p.133). Cultural and social processes guide the cognitive field of students who with their active intervention in the surrounding context can solve problems individually or generating greater potential at their level to solve problematic situations with adult or professional guidance. According to (Stankovic, Maksimovic, & Osmanovic, 2018), Vygotsky decides that pedagogy should be oriented to the future; not to the past of child development because learning is only valid when it precedes development, since it initiates a whole range of mature functions that are in the "zone of proximal development". For (Linares, 2008) Vygotsky's approach establishes that the "elementary cognitive function is transformed into a higher order activity in all social interaction developed by the child with adults or partners with greater experience or knowledge. This will generate the construction of greater representations and learning by regulating their thinking and behavior" (p.28). Context has a significant influence on human thought and language.

Reuven Feuerstein proposes the approach that modifies the cognitive in a structural way. This consists in allowing the processing of thought with diverse strategies in an implicit way and in interaction in school, social and family contexts in which students are linked and develop learning in these environments. Man can modify his schemas thanks to the mediator who orients and optimizes his intellectual capacities. The paradigms of this current are: (a) people can modify their schemas, cut with what is established by genetics. (b) The human being can modify his schemas, adapt to the work environment. (c) He has the capacity to establish internal modifications to himself. (d) He can and must modify himself. (e) Society evolves and is in the capacity of constant modification. Therefore, the subject must be oriented to develop social, affective, and cognitive links based on basic mental operations that will enhance his intelligence and learning. Any mental strategy is effective if it allows knowing how to orient all information, how to use it, develop it, infer it and transfer it to new situations (Noguez, 2002).

Daniel Goleman and his theory of emotional intelligence addresses the person's ability to identify their emotions, their states and to know how to manage them in an optimal way to develop a better interaction with others in their environment. This intelligence allows him to develop in a positive way any social bond, orients the understanding and tolerance towards his peers, allows impulse control, facilitates communication and interaction in his social environment. For (Goleman, 1998), the skills are (a) self-control, knowing how to dominate all emotional outbursts and calm the temper, as well as the ability to develop. (b) Enthusiasm exacerbates the spirits in a positive way with great optimism, ideal stimulus to achieve success. (c) Empathy, knowing how to distinguish subjective experiences of other human beings, allows to understand their feelings. (d) Perseverance, ability to go ahead and not to leave aside goals until achieving objectives with enthusiasm and tenacity in the face of all adversity. (e) Self-motivation, ability to motivate oneself to achieve objectives. Some of these skills may be genetic, others are adapted in the early years of life. This research shows that emotional skills can be learned and perfected throughout life by applying appropriate methods. If the human being learns to develop his emotional self-awareness and self-management, he will be able to act in an adequate way in any context, even those of crisis and knowing how to control every impulse will allow him to make the best decision; therefore, every teacher must develop this type of intelligence in students to know how to maintain their state in a calm mode, allowing their capacity of understanding to flow better through the brain and its optimal performance (Cáceres & Munévar, 2016).

For (Salas, 2003), "Neuroscience should be promoted as a range of sciences in which the element to be investigated is the nervous system, focusing its interest on the link established between the brain, behavior and learning" (p.156). Its study explains how millions of nerve cells develop individually in the brain, in order to develop behavior and how they are influenced by the environment, situations, places and other people. Neuroscience enables the development of understanding and encourages personal and social questioning to acquire learning, an action of interest to teachers. Successful teaching modifies connections in brain functions. Appropriate environment affects brain structure: functionality. The context of a classroom or learning situation can positively or negatively modify brain functions.

Advances in Neuroscience allow us to determine in depth the learning mode of the brain, in order to boost its greatest potential, given that its learning occurs through experience, it is moldable in its essence to promote the knowledge of students by enhancing capabilities and taking advantage of every possibility of improvement, if proposed, essential to motivate as a principle of neurodidactics. Therefore, (Ibarrola, 2013) cited by (Carrillo-García & Martínez-Ezquerro, 2018), points out that the foundations of neurodidactics are based on five supports that define learning with interest, even when it involves effort and arises spontaneously with greater achievement in the stage of adolescence by an emotional process in an environment rich in stimuli (p.58). It is possible to learn with emotion, a basic mechanism for learning, and even more so in the company of others because the brain develops in society. The appropriate use of active participatory methodologies such as learning cooperatively and based on projects that promote a level of attention in playful tasks that generate welfare and pleasure in direct impact on the level of motivation that is given by fostering social bonds. The use of varied multisensory channels for the execution of tasks will allow for meaningful learning. The practice of sports and a balanced diet, will positively influence the brain, predisposing new learning and consolidating the ones they already have (Lázaro & Mateos, 2018). Undoubtedly, the education of new generations based on the way the brain learns will be more beneficial.

Neuroscience, transferred to classrooms, it is the basic tool to understand how learning works through the study of the brain and to determine which strategies are the most appropriate in the promotion of teachers' learning. According to (Bullón, 2017), it is a set of sciences that focuses on the nervous system with interest in the development of the brain in relation to behavior and learning. It brings the teacher closer to the knowledge of the functioning of learning, memory, emotions that are stimulated for the development of learning. Neuroscience helps to understand the educational process, improves learning processes, increases human intelligence, suggests new pedagogical methods, establishes efficient systems of interaction between the human brain and technology. The development of the brain will depend on the complex interaction between genes and experiences, if these are initial; they will have an essential impact on the brain and on the way knowledge and skills are interconnected with greater efficiency from the age of three. It is required to insert the emotional element in every E-A action, both for the teacher and the student; therefore, it is known that man is not only a rational entity, but also an emotional one (pp.120-223). As a principle, all students should not be homogenized according to their age. Pedagogical action should be individualized and consider that every person will learn more what he/she contributes emotionally.

Howard Gardner proposes the study of eight multiple intelligences: (a) Linguistic: dominates language and communicates with others, transversal to all cultures. (b) Logical-mathematical: ability to reason logically and solve mathematical problems. (c) Spatial: observes the world and elements with a different perspective. (d) Musical: area of the brain where the functions of interpreting and composing music are exercised. (e) Corporal and kinesthetic: bodily and motor ability to express emotions. (f) Intrapersonal: faculty of understanding and control of the internal environment, the intrinsic self. (g) Interpersonal: notices elements in others beyond our senses. (h) Naturalistic: detects, differentiates, and categorizes aspects of the environment. (Gardner, 2001) maintains that all human beings are owners of eight types of intelligences, although some stand out in greater distinction, independent of the human being, none of them is more important than the others. It is only necessary to exercise them to a greater extent to face their daily tasks in an autonomous way. In the workplace, it is necessary for everyone to master the greatest number of intelligences. This will require learning to identify every quality in each student as a substitute for some deficiency. Undoubtedly, it will simply an adequate educational planning, although man is different with a unique brain, it is necessary to correct the school that establishes as a tradition a single way of learning, classifying all students based on a single general capacity.

Human beings tend to develop learning in different ways, according to their autonomous nature, not all share the same vision and interest in a rapidly evolving context and in the face of diverse information, their choice is essential. According to (Cáceres & Munévar, 2016), the educational exercise converges the valuable theory of multiple intelligences that urges teachers to develop and apply various strategies linked to pedagogy concerning the linguistic and logical thinking that predominates in the classroom and adopt creative perspectives that avoid the traditional as folders in columns with a teacher in front, sticking only to blackboards or work overloaded with theory. The current context requires contexts that encourage all creativity in collaborative learning, as well as stimulate through appropriate learning strategies by the teacher for the benefit of their students.

The analysis of multiple intelligences to strengthen effective learning in the educational environment is based on the neuroscience approach as a contemporary theme; therefore, it is relevant what is exposed by (Torres-Silva & Díaz-Ferrer, 2021), who conclude that multiple intelligences allow demonstrating the great cognitive potential in several areas of every person; action that promotes cooperative learning among all members of a group because it extends a path from the tangible to the aspired achievement. Every method is a carrier of new approaches that, when disseminated, stimulates various personal skills, reduces isolation, generates self-efficiency and leads to a responsible attitude towards a common achievement as a team. This contributes in today's globalized and multicultural context, which enables every learner to acquire greater cognitive, social and emotional skills (p.76). In organizations, jobs are governed by prioritizing the tendencies of their workers, their potentials, abilities and according to their needs, prioritizing cooperative learning as a strategy.

The contributions of neuroscience and cognitive sciences guide the rethinking of the notion of learning as a continuous activity of edification, de-edification and re-edification of what implies the emotional, cognitive, conscious and subconscious representation that govern the actions according to perception, interpretation, decision making and assumed behavior. Regarding the learning that is incorporated to the being, science assumes the transformation of all knowledge that is acquired and that becomes autonomous, own and active; therefore, education implies great responsibility in preparing citizens who understand and interpret the political, technical, economic, cultural complexity and participate in the changing collective life with deep commitment; developing cognitive and affective qualities of higher order, competences and significant human qualities that will be used to build their life project (Perez, 2020).

• Educational contexts require cognitive theories to promote the student's knowledge, through stimuli and appropriate strategies for an adequate organization of information in phases of exploration of concepts, comprehension, and retention of concepts.
• The student must move from a passive to an active state based on previous knowledge, in front of new material in learning processes with the use of mnemonic tools and visual organizers and other techniques.
• The teaching role implies organizing and structuring varied learning experiences by mediating previous knowledge in the face of diverse student performance and styles, providing feedback, and proposing practices for the assimilation of new information and adjustments of cognitive structures through discovery, reflection, and critical judgment.
• Neuroscience suggests that teachers should consciously assume the need to know more about the brain, understand learning processes and teach in the most appropriate, effective, and enjoyable way with more assessments according to intrinsic and innate characteristics of their students.
• The contributions of neuroscience and cognitive sciences guide to rethink the notion of human learning and to rethink it as a continuous process of construction, deconstruction and reconstruction of the plot that involves the emotional, cognitive, conscious, and subconscious representation that govern interpretations, behavior and decision making.