Intervenção em Funções Executivas (EF) no contexto educacional
DOI:
https://doi.org/10.35362/rie7813269Palavras-chave:
neuropsicologia infantil; neuroeducação; neurodidática; Funções Executivas; autorregulação; metacogniçãoResumo
Embora a história da Neuroeducação seja relativamente recente (somente na última década que os métodos derivados da neurociência começaram a ser aplicados no âmbito acadêmico), o interesse por esta disciplina tem crescido muito e a sua eficácia na melhoria de aspectos importantes do contexto educacional tem sido comprovada e concretizada cada vez mais. Para entender melhor os conceitos de novas disciplinas como a Neuroeducação ou a Neuropsicologia infantil e, acima de tudo, para oferecer uma proposta prática de aplicação da Neurodidática em sala de aula, este artigo de revisão bibliográfica resume em primeiro lugar os conceitos básicos destas disciplinas, a fim de melhorar o desempenho acadêmico e executivo no contexto educacional. No âmbito da neuroeducação, as Funções Executivas (EF) constituem um novo conceito que ganhou interesse especial nos últimos anos. Portanto, em segundo lugar, este trabalho propõe dois exemplos de programas de intervenção sobre as capacidades executivas de metacognição e autorregulação, que são aplicáveis ou adaptáveis à sala de aula ou às atividades educativas mais abrangentes para as crianças da Educação Infantil e do Ensino Fundamental.
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Referências
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Alexander, K. L., Entwistle, D. R., Horsey, C. S., Kabbani, N. S., Atkinson, M., Halsey, K. y Kinder, K. (2001). Schulabsentismus und Dropout. Teachers College Record, 70, 87-107.
Anderson, P. (2002). Assessment and Development of Executive Function (EF) During Childhood. Child Neuropsychology, 8, 71-82.
Anderson, V., Northam, E. y Wrennall, J. (2017). Developmental neuropsychology: A clinical approach. Routledge.
Ardila, A., Rosselli, M. y Villaseñor, E. M. (2005). Neuropsicología de los trastornos del aprendizaje. UNAM.
Ávila Matamoros, A. M. y Cuervo Martínez, L. Á. (2010). Adaptación del cuestionario de madurez neuropsicológica infantil Cumanin de Portellano.
Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology review, 11(1), 1-29.
Barnett, M. L. y King, A. A. (2008). Good fences make good neighbors: A longitudinal analysis of an industry self-regulatory institution. Academy of Management Journal, 51(6), 1150-1170.
Baron, A., Evangelou, M., Malmberg, L. E., Melendez-Torres, G. J., Baron, A. y Gardens, N. (2017). The Tools of the Mind curriculum for improving self-regulation in early childhood: a systematic review. Campbell Systematic Reviews.
Bastién, G. M., Mora, C. y Sánchez, D. (2013). Obstáculos en la resolución de problemas en alumnos de bajo rendimiento.
Bell, V. (2013). Enciclopedia sobre el Desarrollo en la primera infancia. GRIP-Université de Montréal.
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T. y Gill, S. (2008). Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child development, 79(6), 1802-1817.
Blair, C. y Raver, C. C. (2012). Child development in the context of adversity: experiential canalization of brain and behavior. American Psychologist, 67(4), 309.
Blair, C. y Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. Handbook of self-regulation: Research, theory, and applications, 2, 300-320.
Blair, C., Zelazo, P. D. y Greenberg, M. T. (2005). Measurement of Executive Function in Early Childhood: A Special Issue of Developmental Neuropsychology. Psychology Press.
Bodrova, E. y Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education.
Bodrova, E., Leong, D. J., & Akhutina, T. V. (2011). When everything new is wellforgotten old: Vygotsky/Luria insights in the development of executive functions. New Directions for Child and Adolescent Development, (133), 11–28.
Campos, A. (2010). Neuroeducación: uniendo las neurociencias y la educación en la búsqueda del desarrollo humano. La Educación. Revista Digital, 143, 1-14.
Diamond, A. (2014). Understanding executive functions: What helps or hinders them and how executive functions and language development mutually support one another. Perspectives on Language and Literacy, 40(2), 7.
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science (New York, NY), 318(5855), 1387.
Gagné, P.P. y Longpré, L.P. (2004). Apprendre…avec Réflecto. Chenelière McGraw-Hill.
García, D. y Muñoz, P. (2000). Funciones ejecutivas y rendimiento escolar en educación primaria. Un estudio exploratorio. Revista complutense de educación, 11(1), 39-56.
Goswami, U. (2006). Neuroscience and education: from research to practice?. Nature reviews neuroscience, 7(5), 406.
Goswami, U. (2009). Mind, brain, and literacy: Biomarkers as usable knowledge for education. Mind, Brain, and Education, 3(3), 176-184.
Gulchak, D. J. (2008). Using a mobile handheld computer to teach a student with an emotional and behavioral disorder to self-monitor attention. Education and Treatment of Children, 31(4), 567-581.
Hongwanishkul, D., Happaney, K. R., Lee, W. S., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental neuropsychology, 28(2), 617-644.
Jacob, R. y Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85(4), 512-552.
Kennard, M. A. (1942). Cortical reorganization of motor function. Archives of Neurology and Psychiatry, 48, 227-240.
Lanoë, C., Rossi, S., Froment, L. y Lubin, A. (2015). Le programme pédagogique neuroéducatif «À la découverte de mon cerveau»: quels bénéfices pour les élèves d’école élémentaire?. Approche neuropsychologique des apprentissages chez l’enfant, 134, 55-45
Lussier, F (2014). Programme d’intervention auprès des enfants qui souffrent de TDA/H. Psychologie Québec, 31(03).
Manga, D. y Ramos, F. (1999). Evaluación neuropsicológica. Clínica y Salud, 3, 331-376.
Manga, D. y Ramos, F. (2001). Evaluación de los síndromes neuropsicológicos infantiles. Revista de Neurología, 32(7), 664-675.
Manga, D. y Ramos, F. (2017). El legado de Luria y la neuropsicología escolar. Psychology, Society, & Education, 3(1), 1-13.
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.
O’Shaughnessy, T. E., Lane, K. L., Gresham, F. M. y Beebe-Frankenberger, M. E. (2003). Children placed at risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and intervention. Remedial and Special Education, 24(1), 27-35.
Raver, C. C., Blair, C. y Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental psychology, 49(2), 292.
Robertson, I. H. y Murre, J. M. (1999). Rehabilitation of brain damage: Brain plasticity and principles of guided recovery. Psychological bulletin, 125(5), 544.
Seron, X. (1984). Reeducation strategies in neuropsychology: cognitive and pragmatic approaches. Advances in Neurology, 42, 317-325.
Tapia, A., Anchatuña, A., Cueva, M., Poma, R., Jiménez, S. y Corrales, E. (2017). Las neurociencias. Una visión de su aplicación en la educación. Open Journal Systems en Revista: Revista de entrenamiento, 4(1), 61-74.
Zelazo, P. D. y Müller, U. (2002). Executive function in typical and atypical development. Blackwell handbook of childhood cognitive development, 445-469.
Alexander, K. L., Entwistle, D. R., Horsey, C. S., Kabbani, N. S., Atkinson, M., Halsey, K. y Kinder, K. (2001). Schulabsentismus und Dropout. Teachers College Record, 70, 87-107.
Anderson, P. (2002). Assessment and Development of Executive Function (EF) During Childhood. Child Neuropsychology, 8, 71-82.
Anderson, V., Northam, E. y Wrennall, J. (2017). Developmental neuropsychology: A clinical approach. Routledge.
Ardila, A., Rosselli, M. y Villaseñor, E. M. (2005). Neuropsicología de los trastornos del aprendizaje. UNAM.
Ávila Matamoros, A. M. y Cuervo Martínez, L. Á. (2010). Adaptación del cuestionario de madurez neuropsicológica infantil Cumanin de Portellano.
Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology review, 11(1), 1-29.
Barnett, M. L. y King, A. A. (2008). Good fences make good neighbors: A longitudinal analysis of an industry self-regulatory institution. Academy of Management Journal, 51(6), 1150-1170.
Baron, A., Evangelou, M., Malmberg, L. E., Melendez-Torres, G. J., Baron, A. y Gardens, N. (2017). The Tools of the Mind curriculum for improving self-regulation in early childhood: a systematic review. Campbell Systematic Reviews.
Bastién, G. M., Mora, C. y Sánchez, D. (2013). Obstáculos en la resolución de problemas en alumnos de bajo rendimiento.
Bell, V. (2013). Enciclopedia sobre el Desarrollo en la primera infancia. GRIP-Université de Montréal.
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T. y Gill, S. (2008). Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child development, 79(6), 1802-1817.
Blair, C. y Raver, C. C. (2012). Child development in the context of adversity: experiential canalization of brain and behavior. American Psychologist, 67(4), 309.
Blair, C. y Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. Handbook of self-regulation: Research, theory, and applications, 2, 300-320.
Blair, C., Zelazo, P. D. y Greenberg, M. T. (2005). Measurement of Executive Function in Early Childhood: A Special Issue of Developmental Neuropsychology. Psychology Press.
Bodrova, E. y Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education.
Bodrova, E., Leong, D. J., & Akhutina, T. V. (2011). When everything new is wellforgotten old: Vygotsky/Luria insights in the development of executive functions. New Directions for Child and Adolescent Development, (133), 11–28.
Campos, A. (2010). Neuroeducación: uniendo las neurociencias y la educación en la búsqueda del desarrollo humano. La Educación. Revista Digital, 143, 1-14.
Diamond, A. (2014). Understanding executive functions: What helps or hinders them and how executive functions and language development mutually support one another. Perspectives on Language and Literacy, 40(2), 7.
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science (New York, NY), 318(5855), 1387.
Gagné, P.P. y Longpré, L.P. (2004). Apprendre…avec Réflecto. Chenelière McGraw-Hill.
García, D. y Muñoz, P. (2000). Funciones ejecutivas y rendimiento escolar en educación primaria. Un estudio exploratorio. Revista complutense de educación, 11(1), 39-56.
Goswami, U. (2006). Neuroscience and education: from research to practice?. Nature reviews neuroscience, 7(5), 406.
Goswami, U. (2009). Mind, brain, and literacy: Biomarkers as usable knowledge for education. Mind, Brain, and Education, 3(3), 176-184.
Gulchak, D. J. (2008). Using a mobile handheld computer to teach a student with an emotional and behavioral disorder to self-monitor attention. Education and Treatment of Children, 31(4), 567-581.
Hongwanishkul, D., Happaney, K. R., Lee, W. S., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental neuropsychology, 28(2), 617-644.
Jacob, R. y Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85(4), 512-552.
Kennard, M. A. (1942). Cortical reorganization of motor function. Archives of Neurology and Psychiatry, 48, 227-240.
Lanoë, C., Rossi, S., Froment, L. y Lubin, A. (2015). Le programme pédagogique neuroéducatif «À la découverte de mon cerveau»: quels bénéfices pour les élèves d’école élémentaire?. Approche neuropsychologique des apprentissages chez l’enfant, 134, 55-45
Lussier, F (2014). Programme d’intervention auprès des enfants qui souffrent de TDA/H. Psychologie Québec, 31(03).
Manga, D. y Ramos, F. (1999). Evaluación neuropsicológica. Clínica y Salud, 3, 331-376.
Manga, D. y Ramos, F. (2001). Evaluación de los síndromes neuropsicológicos infantiles. Revista de Neurología, 32(7), 664-675.
Manga, D. y Ramos, F. (2017). El legado de Luria y la neuropsicología escolar. Psychology, Society, & Education, 3(1), 1-13.
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.
O’Shaughnessy, T. E., Lane, K. L., Gresham, F. M. y Beebe-Frankenberger, M. E. (2003). Children placed at risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and intervention. Remedial and Special Education, 24(1), 27-35.
Raver, C. C., Blair, C. y Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental psychology, 49(2), 292.
Robertson, I. H. y Murre, J. M. (1999). Rehabilitation of brain damage: Brain plasticity and principles of guided recovery. Psychological bulletin, 125(5), 544.
Seron, X. (1984). Reeducation strategies in neuropsychology: cognitive and pragmatic approaches. Advances in Neurology, 42, 317-325.
Tapia, A., Anchatuña, A., Cueva, M., Poma, R., Jiménez, S. y Corrales, E. (2017). Las neurociencias. Una visión de su aplicación en la educación. Open Journal Systems en Revista: Revista de entrenamiento, 4(1), 61-74.
Zelazo, P. D. y Müller, U. (2002). Executive function in typical and atypical development. Blackwell handbook of childhood cognitive development, 445-469.
Como Citar
Pardos Véglia, A., & González Ruiz, M. (2018). Intervenção em Funções Executivas (EF) no contexto educacional. Revista Ibero-Americana De Educação, 78(1), 27–42. https://doi.org/10.35362/rie7813269
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Publicado
2018-11-13
Edição
Secção
Monográfico. Neurodidáctica en el aula
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Os(as) autores(as) que publiquem nesta revista concordam com os seguintes termos:
