Tese: NINGUÉM SOLTA A MÃO DE NINGUÉM!

Scientific evidence shows that social vulnerability, motivated by inequality and poverty, can affect cognitive, affective and psychomotor aspects. Advances in neuroscience suggest that the impacts caused by socioeconomic differences in learning can be mitigated through pedagogical practices that can challenge the brain in building the skills necessary for life. In this context, the present study has as main objective to understand how it is possible to improve learning performance, in a school context of high social vulnerability, through pedagogical practices and strategies that favor and stimulate executive functions and learning by domains. The research was carried out in a municipal public school, composed of four interrelated studies. Study one was characterized by a integrative review of the literature. Study two involved 14 teachers and 280 children, from the 1st to the 5th year, with specific objectives that included the construction of continuing teacher training and the observation of its possible implications for development and learning, from the perspective of the teachers. Study three counted with the participation of four teachers, two interns and 60 children of the 3rd year, with the specific objective of analyzing the results of an intervention whose focus was on executive functions, self-regulation and learning by domains. The specific purpose of study four was to analyze the work developed by three teachers, also from the 3rd year, relating it to teacher training and directing neuroscientific notes to improve learning, through the analysis of pedagogical practices. Throughout the research, the researcher's training memorial, the records of collective meetings with the team, evaluation questionnaires, evaluation and intervention protocols, videos, images, dialog records, recordings of virtual meetings, chat dialogs and video calls, virtual forms, digital and printed teaching activities. Data treatment was guided by critical content analysis. The results of study two point out that teacher training can favor the acquisition of different skills, while studies three and four show in their conclusions that it is possible to contribute to the improvement of learning through pedagogical practices that challenge the brain, executive functions and the different domains. It is understood that in such challenges, the use of active methodologies, such as inverted learning and the universal design of learning, favor learning and cognitive processes, expanding possibilities for more flexible choices, which can impact on improving people's lives socially vulnerable. The aim of this research is to contribute to the pedagogical practices that value skills and abilities that children can use inside and outside the school, and for that, the inferences in the course of the work bring suggestions that can be replicated from that to other researches or contexts educational, linking neuroscience and education. It is believed that improving learning in elementary school, through the quality of pedagogical strategies and practices that favor executive functioning and the cognitive, affective and motor domains, can help to change the whole story in a child's life.

科学研究表明，由不平等与贫困引发的社会脆弱性（social vulnerability）会对认知、情感及精神运动（psychomotor）维度产生影响。神经科学领域的进展显示，社会经济差异对学习造成的影响，可通过教学实践加以缓解——此类实践能够促使大脑构建生活所需的各项技能。在此背景下，本研究的核心目标是探究：在高社会脆弱性的校园环境中，如何通过支持并激发执行功能（executive functions）与领域化学习的教学实践与策略，提升学生的学习表现。本研究于一所市立公立学校开展，共包含四项相互关联的子研究。子研究一采用文献综合综述的研究方法；子研究二招募了14名教师与280名一至五年级学生，其具体目标包括构建教师在职培训体系，以及从教师视角观察该培训对学生发展与学习的潜在影响；子研究三共有4名教师、2名实习生以及60名三年级学生参与，具体目标为分析一项以执行功能、自我调节与领域化学习为核心的干预措施的实施效果；子研究四的具体目标为分析3名三年级教师开展的教学工作，将其与教师培训相关联，并通过对教学实践的分析，引入神经科学相关理论以优化学习效果。本研究全程收集了研究者的培训日志、团队集体会议记录、评估问卷、评估与干预方案、视频、图像、对话记录、虚拟会议录音、聊天对话与视频通话记录、虚拟表单、数字化与纸质教学活动材料等资料。数据处理采用批判性内容分析法（critical content analysis）进行指导。子研究二的结果表明，教师在职培训有助于教师掌握多种技能；而子研究三与子研究四的结论则显示，通过挑战大脑活动的教学实践、强化执行功能并覆盖各学习维度，能够有效促进学习表现的提升。研究认为，在此类实践中，翻转学习（inverted learning）与通用学习设计（universal design of learning）等主动教学法能够助力学习与认知过程，拓展更灵活的选择空间，进而对改善社会脆弱群体的生活产生积极影响。本研究旨在助力重视学生在校内外均可运用的技能与能力的教学实践，为此，研究过程中的推论可为其他教育场景或相关研究提供可复制的建议，搭建神经科学与教育学之间的关联桥梁。研究认为，通过优化教学策略与实践，以支持执行功能发展并覆盖认知、情感与运动维度的学习，能够改善小学阶段的学习效果，进而助力改变儿童的整个人生轨迹。