<?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>1794-4449</journal-id>
<journal-title><![CDATA[Revista Lasallista de Investigación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Lasallista Investig.]]></abbrev-journal-title>
<issn>1794-4449</issn>
<publisher>
<publisher-name><![CDATA[Corporación Universitaria Lasallista]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-44492021000200162</article-id>
<article-id pub-id-type="doi">10.22507/rli.v18n2a12</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La Asimetría Cerebral, Retos para la Relación Neuropsicología y Educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Brain Asymmetry, Relationship Challenges Neuropsychology and Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Assimetria cerebral, desafios de relacionamento, neuropsicologia e educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Uribe-Gil]]></surname>
<given-names><![CDATA[Lina Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conde-Guzón]]></surname>
<given-names><![CDATA[Pablo Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de León Departamento de Psicología, Sociología y Filosofía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de León  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>162</fpage>
<lpage>177</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-44492021000200162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-44492021000200162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-44492021000200162&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: El desarrollo de la neurociencia en relación a la educación ha sido desafiante y sus avances.  Objetivo: Analizar hermenéutica y sistemática la línea de desarrollo teórico en artículos cualitativos y cuantitativos publicados entre los años 1999 y 2020 de las relaciones entre la asimetría cerebral dentro de las disciplinas: la neuropsicología y la educación.  Materiales y métodos: Análisis hermenéutico desarrollado bajo el esquema de la interpretación de los textos primarios y secundarios, evaluados desde la rigurosidad de la hermenéutica en sus cuatro formas de evaluación: "fijación del discurso"; "disociación mental e intención del autor"; "muestra de las referencias no ostensivas" y "universalidad del documento: ¿A quién está dirigido?".  Resultado: La investigación sobre las asimetrías cerebrales (funcionales y anatómicas), especialmente en cuanto al uso de la mano contraria (izquierda o derecha) a la de su lateralidad y su diseminación ha sido limitada e históricamente polarizada haciendo más énfasis en asimetrías cerebrales entendidas desde la influencia fisiológica neurológica y en muestra de resultados desde la actividad cerebral en neuroimágenes.  Conclusión: La neuropsicología y la educación en su trabajo sobre las asimetrías cerebrales han estado relacionados a los conceptos médicos: anatomía y fisiología. La "nueva visión" y el surgimiento de especialidades como la neuropsicología, creando la necesidad de dar respuesta a los procesos de aprendizaje y las conexiones existentes entre una y otra.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: The development of neuroscience in relation to education has been challenging throughout its development.  Objective: To analyze hermeneutically and systematically the line of theoretical development in qualitative and quantitative articles published between 1999 and 2020 of the relationships between brain asymmetry within the disciplines: neuropsychology and education.  Materials and methods: Hermeneutical analysis developed under the scheme of the interpretation of primary and secondary texts, evaluated from the scientific rigurosity of hermeneutics in its four forms of evaluation: "discourse fixation"; "Mental dissociation and intention of the author"; "Sample of nonostentatious references'' and "universality of the document: Who is it addressed to?".  Result: Research on brain asymmetries (functional and anatomical), especially regarding the use of the opposite hand (left or right) to its laterality and its dissemination has been limited and historically polarized, placing more emphasis on brain asymmetries understood from the neurological physiological influence and the sample of results from brain activity in neuro-images.  Conclusion: Neuropsychology and education in their work on brain asymmetries have been related to medical concepts: anatomy and physiology. The "new vision" and the unfolding of specialties such as neuropsychology, creating the need to respond to the learning process and the existing connections between one and the other.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: O desenvolvimento da neurociência em relação à educação tem sido desafiador e seus avanços.  O objetivo é analisar hermenêutica e sistematicamente a linha de desenvolvimento teórico em artigos qualitativos e quantitativos publicados entre 1999 e 2020 das relações entre assimetria cerebral nas disciplinas: neuropsicologia e educação.  Materiais e Métodos: Análise hermenêutica desenvolvida sob o esquema da interpretação de textos primários e secundários, avaliada a partir do rigor da hermenêutica em suas quatro formas de avaliação: "fixação do discurso"; "Dissociação mental e intenção do autor"; "Amostra de referências não ostensivas" e "universalidade do documento: a quem se dirige?".  Resultado: as pesquisas sobre assimetrias cerebrais (funcionais e anatômicas), principalmente quanto ao uso da mão oposta (esquerda ou direita) à sua lateralidade e sua disseminação tem sido limitada e historicamente polarizada, dando mais ênfase às assimetrias cerebrais entendidas a partir da influência fisiológica neurológica e a amostra de resultados da atividade cerebral em neuroimagens.  Conclusão: a neuropsicologia e a educação em seu trabalho sobre as assimetrias cerebrais têm sido relacionadas aos conceitos médicos: anatomia e fisiologia. A "nova visão" e o surgimento de especialidades como a neuropsicologia, criando a necessidade de responder ao processo de aprendizagem e às ligações existentes entre um e outro.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Asimetría cerebral]]></kwd>
<kwd lng="es"><![CDATA[lateralidades]]></kwd>
<kwd lng="es"><![CDATA[neuropsicología]]></kwd>
<kwd lng="es"><![CDATA[neuro-mitos]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[neuroeducación]]></kwd>
<kwd lng="es"><![CDATA[hermenéutica]]></kwd>
<kwd lng="en"><![CDATA[Brain asymmetry]]></kwd>
<kwd lng="en"><![CDATA[lateralities]]></kwd>
<kwd lng="en"><![CDATA[neuropsychology]]></kwd>
<kwd lng="en"><![CDATA[neuro-myths]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[neuroeducation]]></kwd>
<kwd lng="en"><![CDATA[hermeneutics]]></kwd>
<kwd lng="pt"><![CDATA[Assimetria cerebral]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[lateralidades]]></kwd>
<kwd lng="pt"><![CDATA[neuropsicologia]]></kwd>
<kwd lng="pt"><![CDATA[neuromitos]]></kwd>
<kwd lng="pt"><![CDATA[neuroeducação]]></kwd>
<kwd lng="pt"><![CDATA[hermenêutica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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