Bio-learning and intercultural education

Abstract

The purpose of this paper is to present a theoretical overview of the relationship between bio-pedagogy and intercultural education. In order to achieve this objective, this research is limited in the scope of documentary research and the principles of the paradigm of complexity - emergent paradigm - are taken as the epistemological basis given that the conception of the biological basis of learning "biopedagogy" and its Implications for intercultural education. The results of the research allowed us to characterize how cognitive processes are processes that are biologically self-organized, highly complex, and permanently created and that are enriched in intercultural environments.