<p>The purpose of this article is to analyze the contributions of neuroscience or cognitive science in education for the potential development of students. The fundamental research type of the study presents hermeneutics as a methodological orientation, succinctly from the methods of exposing and understanding proposed by Ricoeur. The inquiries carried out in the neuroscientific environment related to learning, retention, shocks, sensory regimes, means of attention, stimulation, to indicate several of them, achieve and require to be agreed with the learning proposals granted in the classrooms, with the curricular approaches of educational institutions, with the assessment system and primarily with the alignment of the educator. It is of transcendental relevance to carry out different elements in the classrooms that provide routes to a different pattern of didactic expertise, a scheme that is based on reason, learning and human potential.</p>