<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8626</journal-id>
<journal-title><![CDATA[Sophia, Colección de Filosofía de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Sophia]]></abbrev-journal-title>
<issn>1390-8626</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86262019000100141</article-id>
<article-id pub-id-type="doi">10.17163/soph.n26.2019.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sobre lo &#8220;neuro&#8221; en la neuroeducación: de la psicologización a la neurologización de la escuela]]></article-title>
<article-title xml:lang="en"><![CDATA[On the &#8220;neuro&#8221; in neuroeducation: from psychologization to the neurologization of school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ocampo Alvarado]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<numero>26</numero>
<fpage>141</fpage>
<lpage>169</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86262019000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86262019000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86262019000100141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El presente artículo tiene por objetivo analizar la relación triádica entre la educación, psicología y neurociencias en el marco de la neuroeducación. Con este fin se llevó a cabo una exhaustiva revisión de la literatura más relevante en torno a la temática. Los precedentes históricos de la neuroeducación se pueden rastrear hasta la introducción del discurso psicológico en la educación, lo que posteriormente se transformó en la psicologización de la escuela. Discutiblemente, la irrupción de lo neuro en la cultura y el advenimiento de las nuevas neurosubjetividades acabaron por destronar a la psicología de su posición privilegiada en el espacio educativo. Bajo promesas de liberación, independencia y cientificidad, la neuroeducación prosperó precipitadamente sin atender a la multiplicidad de dificultades filosóficas, metodológicas y éticas que todavía la agobian. No obstante, la relación estructural entre psicología y neurociencias atisba la incapacidad de las últimas para desligarse del paradigma psi. Más aún, desde la contrapsicología, se puede argumentar que lo neuro, más que un estadio independiente, es una extensión de lo psi acondicionada a la época. Bajo este planteamiento, la neuroeducación no es una alternativa a la predominancia psicológica sino un retorno a ella que amenaza con la neurologización. Por ende, es imperativo que se revincule el aprendizaje a la cultura, se reconquisten los espacios educativos y se concientice a los maestros de su agencia para que la educación pueda, sin ignorar las valiosas aportaciones de las otras disciplinas, reconocerse a sí misma como un saber autónomo, eminentemente integrador e independiente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The objective of this article is to analyze the triadic relationship between education, psychology and neuroscience within the framework of neuroeducation. To this end, an exhaustive review of the most relevant literature on the subject was carried out. The historical precedents of neuroeducation can be traced back to the introduction of psychological discourse in education, which later transformed into the psychologization of school. Arguably, the irruption of the neuro in the culture and the advent of the new neurosubjectivities ended up dethroning psychology of its privileged position in the educational context. Under promises of liberation, independence and scientificity, neuroeducation prospered precipitously without addressing the multiplicity of philosophical, methodological and ethical difficulties that still plagues it. However, the structural relationship between psychology and neuroscience reveals the inability of the latter to detach itself from the psi paradigm. Moreover, from the counterpsychology theory and considering its analog behavior, it can be argued that the neuro, rather than an independent stage, is an extension of the psi conditioned to this epoch. Under this approach, neuroeducation is not an alternative to psychological predominance but a return to it which threatens neurologization. Thus, it is imperative that learning is reconnected to culture, educational spaces are reconquered, and the teachers are made aware of their agency so that education can, without ignoring the valuable contributions of the other disciplines, recognize itself as an autonomous knowledge, eminently integrationist and independent.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Neuroeducación]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[psicología]]></kwd>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="en"><![CDATA[Neuroeducation]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[psychology]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
</kwd-group>
</article-meta>
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