Gimnasia cerebral como estrategia psicopedagógica y su relación con el fortalecimiento de los proceso cognitivos.

Abstract

The implementation of cerebral gymnastics in the Colombian educational context as a psycho-pedagogical strategy has been gaining interest as time goes by and its applicability offers satisfactory results in the area of learning, contributing to the development of students' capacities, thus highlighting the diverse forms and contexts in which it can be used. The present research aims to analyze the strengthening of cognitive processes, through the use of Brain Gymnastics, using a quantitative methodology of a descriptive-transverse correlational type and a quasi-experimental design. Three evaluation instruments were applied (WAIS-IV, Torrance's creative thinking test) in students, with pre-test, followed by the implementation of the strategy "Activate and move, put rhythm to your brain", then the post-test was applied to analyze the variation between scores, finally the test of learning strategies and styles that favor Horton applied in teachers. Among the most relevant conclusions are that in the correlation established between the pre-test and the post-test, an increase in cognitive processes was evidenced by means of the stimulation carried out through cerebral gymnastics, obtaining significant results in memory, which reaffirms that cerebral gymnastics is an optimum tool for stimulating cerebral activity and its functions, improving the student's performance in the classroom.