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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.

已有科学证据表明，由不平等与贫困催生的社会脆弱性（social vulnerability），会对个体的认知、情感以及精神运动维度产生显著影响。神经科学领域的研究进展显示，社会经济差异对学习造成的负面影响，可通过具备大脑挑战性的教学实践加以缓解——此类实践能够助力大脑构建个体安身立命所需的各项技能。
在此背景下，本研究的核心目标为：明晰在高社会脆弱性校园场域中，如何透过青睐并激发执行功能（executive functions）与按领域化学习的教学实践与策略，提升学生的学习表现。
本研究依托一所公立市政学校开展，包含四项相互关联的分支研究：分支研究一采用文献整合综述法（integrative review of the literature）展开；分支研究二面向1至5年级的280名儿童与14名专任教师开展，其具体目标包括搭建教师在职进修（continuing teacher training）体系，并从教师视角出发，观察该体系对学生发展与学习可能产生的影响；分支研究三共有4名专任教师、2名见习教师以及60名三年级学生参与，核心目标为分析一项聚焦执行功能、自我调节与按领域化学习的教学干预实验成果；分支研究四则计划对同样来自三年级的3位教师的教学工作展开分析，将其与教师在职进修相绑定，并透过教学实践分析融入神经科学视角以优化教学活动。
本次研究全程留存以下研究资料：研究者研修日志、团队集体教研会议记录、评估问卷、评估与干预实施方案、视频素材、图像资料、对话纪要、虚拟会议录音、线上聊天记录与视频通话记录、电子表单数据，以及纸质与数字化教学活动资料。研究数据采用批判性内容分析法（critical content analysis）开展处理。
分支研究二的结论表明，教师在职进修能够助力教师习得多元专业技能；分支研究三与四则指出，透过挑战大脑、锻炼执行功能与各领域能力的教学实践，确实能够推动学生学习表现提升。研究团队认为，此类挑战大脑的教学活动中，翻转课堂（inverted learning）与通用学习设计（universal design of learning）等主动教学法能够优化学习过程与认知加工过程，拓展更具灵活性的选择空间，进而助力改善处境不利儿童的社会生活境况。
本研究致力于推动能够赋能儿童校内外通用技能习得的教学实践；为此，研究全程推演均提炼出具备可复制性的实践建议，可供其他研究或教育场域参考，并实现神经科学与教育学的交叉融合。研究团队始终认为：透过贴合执行功能发展、关照认知、情感与动作领域、且具备高质量的教学策略与实践，改善小学阶段学生的学习表现，有望从根本上扭转儿童个体的人生走向。