The objective of this work is to design and implement a didactic proposal oriented towards the strengthening of communicative competence in students of Pedagogy in Spanish that is based on writing based on genres and, in addition, is supported by the contributions of neuroeducation, particularly, in executive functions. For this, the proposal was carried out using the guidelines that arise from the Theory of Gender, on the one hand, considering some key elements proposed by neuroeducation, on the other. After the application of this proposal, it is expected to promote the installation of situated writing practices that allow students to develop skills that favor their autonomy when facing writing challenges in both academic and work contexts.