[en] For the cognitive science of the first half of the XX century, the human mind is computational in more than one sense. It takes places in a secluded, individual space: the brain, and within this space, the biological substance the brain is made of is an accident that might as well be replaced by some synthetic stuff. At the same time, cognitive processes are syntactical in that they stretch relations among symbols stripped off of any intrinsic meaning. A case in point of the wide recognition achieved by this disembodied and decontextualized form of cognition is the popularity gained by neuroeducation. According to all the lines of research that subscribe to a neurocentric view of cognition, the locus of learning is the brain, thus it is from the objective study of the brain that we should start investigating, if we want to better understand and improve education. This article uses the data gathered from (participant) observation of the social dynamic inside the classroom, over almost seven years of profession as a teacher in primary and secondary levels, to argue that the computational theory of the mind and neuroscience cannot provide sufficient understanding of the changes in the manner the so-called Generation Z obtains, memorizes and processes information. By and large, human cognition is embodied, contextualized and distributed. Data provided by anthropology and cognitive archaeology bear additional evidence to this approach. In conclusion, it is recommended adopting a different theoretical framework, based on distributed cognition, in order to ecologically validate the study of daily practices of memorization and information process in general, within educational settings. /n

[es] Para la ciencia cognitiva de la primera mitad de siglo XX la mente ocupa el mismo espacio segregado e individual que el cerebro. En este espacio la materia biol?gica es una contingencia que podr?a ser reemplazada por un soporte sint?tico, y los procesos relacionan sint?cticamente s?mbolos de por s? desprovistos de significado. Prueba de la importancia que ha cobrado esta dimensi?n descontextualizada y desencarnada de la cognici?n es la popularidad de la neuroeducaci?n. Seg?n todas las tendencias que suscriben alguna forma de neurocentrismo en educaci?n, el espacio donde ocurre el aprendizaje es el cerebro; ser?a por ende necesario partir de su estudio objetivo para entender y mejorar la educaci?n. Este art?culo utiliza los datos obtenidos por medio de observaci?n participante de la din?mica social en aula, a lo largo de casi siete a?os de experiencia como docente de primaria y secundaria, para argumentar que la teor?a computacional de la mente y la neurociencia no son suficientes para entender los cambios en modalidad de adquisici?n, memorizaci?n y procesamiento de la informaci?n por parte de la Generaci?n Z. En general, los procesos cognitivos humanos son contextualizados, encarnados y distribuidos. Datos procedentes de la antropolog?a cultural y la arqueolog?a cognitiva brindan evidencia adicional a este enfoque. Se propone por lo tanto un marco te?rico del procesamiento de la informaci?n basado en la cognici?n distribuida, a fin de aportar validez ecol?gica al estudio de la memoria y otros procesos cognitivos en ?mbito educativo.