Body, Cognition, and Neuropedagogy: an epistemological exploration of Biopedagogy, Neuroactivation and Motor Didactics

Recent advances in neuroscience, embodied cognition, and educational research have questioned traditional dualistic conceptions of learning, emphasizing the inseparable relationship between body, mind, and environment. This paper explores the epistemological connections among Biopedagogy, Neuroactivation, Neuropedagogy, and Motor Didactics, proposing an integrated framework for understanding human development and learning processes. The study adopts a theoretical and interdisciplinary approach, drawing on the contributions of Merleau-Ponty’s phenomenology, Embodied Cognition, executive function research, cerebellar neuroscience, and contemporary pedagogical theories. The analysis highlights Neuroactivation as a dynamic process through which cognitive, motor, perceptual, emotional, and relational functions progressively emerge and reorganize through experience and educational interaction. Within this perspective, Motor Didactics represents the methodological expression of Neuroactivation, while Biopedagogy provides the interpretative lens for understanding adaptive development. The proposed framework offers a holistic perspective on learning, supporting current debates on inclusive education, precision pedagogy, and quality of life, and contributes to redefining educational intervention as an embodied and adaptive process.