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Description
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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. (2021-03-24)
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