Connectivism and Neuroeducation: Trans-disciplines for teaching in the digital era

The review of the literature presented was goal critically and analytically exposing how connectivism and neuroeducation are transdisciplines that explain formative processes in the digital age. The information revealed dynamics, and interpretations of these, from different epistemic positions. In the heuristic phase criteria were taken such as: year of publication, language, methodology, findings. We proceeded to the hermeneutic phase where it was interpreted and concluded that the techno-scientific era has brought consequences and changes to the teaching-learning systems, so references are required that warn what learning and knowledge construction are not necessarily in the mind, but through devices and technological infrastructures, also forcing the understanding of the the brain's functioning.