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.

科学证据表明，由不平等和贫困引发的社会脆弱性，能够影响认知、情感及心理运动各个方面。神经科学的进步提示，通过能够挑战大脑构建生活所需技能的教法实践，可以减轻由社会经济差异在学习中造成的冲击。在此背景下，本研究的主要目标在于探究如何在具有高度社会脆弱性的学校环境中，通过有利于促进执行功能和跨领域学习的教法实践与策略，提升学习绩效。研究在一个市立公立学校进行，包含四个相互关联的研究。第一项研究以文献综合评述为特征。第二项研究涉及14名教师和280名从一年级至五年级的学生，具体目标包括构建持续教师培训，并从教师视角观察其可能对发展及学习产生的影响。第三项研究由四名教师、两名实习教师和60名三年级学生参与，其具体目标为分析一项以执行功能、自我调节和跨领域学习为重点的干预措施的结果。第四项研究的具体目的在于分析三位来自三年级的教师所开展的工作，将其与教师培训联系起来，并通过分析教法实践，指导神经科学笔记以改善学习。在整个研究过程中，研究者的培训记录、团队集体会议记录、评估问卷、评估和干预协议、视频、图像、对话记录、虚拟会议录音、聊天对话框和视频通话记录、虚拟表格、数字和印刷教学活动均被记录在案。数据处理遵循批判性内容分析。第二项研究的结果指出，教师培训可以促进不同技能的获取，而第三项和第四项研究在其结论中显示，通过挑战大脑、执行功能和不同领域的教法实践，有可能对改善学习产生贡献。人们普遍认为，在小学阶段通过提升有利于执行功能和认知、情感及运动领域的教法策略和实践，能够帮助改变一个孩子的一生。本研究旨在为重视儿童在校内外能够运用的技能和能力的教法实践做出贡献，为此，研究过程中的推断提出了可从该研究复制至其他研究或教育环境中的建议，将神经科学与教育相联系。人们相信，通过改善小学阶段的学习，通过提升有利于执行功能和认知、情感及运动领域的教法策略和实践的质量，能够帮助改写孩子的一生。