THE NEUROPSYCHOPEDAGOGICAL BOND: THE IMPACT OF SOCIO-EMOTIONAL REGULATION ON STRENGTHENING EXECUTIVE FUNCTIONS FOR READING COMPREHENSION
DOI:
https://doi.org/10.56219/lneaimaginaria.v1i26.6395Keywords:
Reading Comprehension, Executive Functions, Emotional Regulation, Educational Innovation, Cognitive DevelopmentAbstract
This theoretical reflection examines the multidimensional interaction between socio-emotional processes and the neurocognitive system of executive control during high-complexity reading comprehension. Within the framework of the research line at the Universidad Pedagógica Experimental Libertador (UPEL), it is argued that text comprehension performance does not rely solely on linguistic decoding or lexical access, but on the physiological modulation exerted by the socio-emotional state over the synaptic recruitment of the prefrontal lobe. Through an epistemological and critical analysis of indexed research published between 2023 and 2026, we propose a model of neuropsychopedagogical integration that bridges the traditional divide between the cognitive and affective domains. We discuss how chronic stress in vulnerable social contexts of Latin America triggers an amygdaloid hijack that severely limits neurofunctional bandwidth, restricting key variables such as working memory and inhibitory control. Finally, it is argued that educational innovation must be oriented towards the design of hybrid pedagogical scaffoldings (MANEL Model) that coordinate emotional self-regulation and executive training, promoting pedagogical justice and optimizing critical literacy among elementary and middle school students in the region.
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