In this work we propose to discuss educational neuroscience as a space for education. Through literature analysis and discussion, we explore the possibilities of educational neuroscience in the context of its origin and today and move towards the challenges it faces as a discipline specific to the field of education or as a branch of cognitive neuroscience. We opt for a transdisciplinary approach that from education itself can work together on issues that concern education as a social institution. We propose a look at both the individual and the socially widespread level, considering that learning, as a human behaviour that is an educational problem, occurs in interaction with the environment. We raised issues on the interdisciplinary agenda of educational neuroscience and discussed key concepts such as neuromyth, epigenetics, psychosocial deprivation and critical period. We propose that, conceived as a transdisciplinary educational area with transliteration and basic science functions, educational neuroscience, in dialogue with other disciplines, can lead to diversity not being a theoretical concept but reflected in each human being, in its potential and originality, seeking the full development of people in a harmonious relationship with their living environment.