Pureza, Janice R.; Fonseca, Rochele P.

doi:10.1590/1980-57642016dn11-010012

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Dementia & Neuropsychologia

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Sumário

ORIGINAL ARTICLE • Dement. neuropsychol. 11 (1) • Jan-Mar 2017 • https://doi.org/10.1590/1980-57642016dn11-010012 copiar

Construção e validade de conteúdo do CENA - Programa de Capacitação de Educadores sobre Neuropsicologia da Aprendizagem com ênfase em funções executivas e atenção

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO

Introdução:

Estudos demonstram a importância das funções executivas (FE) para o desenvolvimento infantil, salientando esses processos como indicadores de saúde, bem-estar e sucesso escolar e profissional. As FE são processos cognitivos que objetivam o controle e o gerenciamento do comportamento para atingir metas específicas e envolvem processos como planejamento, automonitoramento, inibição, flexibilidade cognitiva, atenção (executiva) e componente executivo central da memória de trabalho (MT). No que se refere ao contexto escolar, as FE são necessárias para o contínuo de aprendizagem e um eficiente desempenho acadêmico, pois são habilidades cognitivas recrutadas em diversas situações na escola.

Objetivo:

Este artigo tem por objetivo apresentar o processo de construção e validade de conteúdo do CENA - Programa de capacitação de educadores sobre neuropsicologia da aprendizagem com ênfase em funções executivas e atenção.

Métodos:

Participaram deste estudo sete profissionais especialistas (quatro juízes responsáveis por avaliar o programa e três especialistas participantes de brainstormings) e envolveu três etapas distintas: 1) pesquisa a pressupostos teóricos: neuropsicologia e educação; 2) construção do programa e brainstorming entre autores e 3) análise de juízes.

Resultados:

O CENA mostrou adequação em relação aos seus objetivos, estrutura, linguagem e método, apresentando evidência de validade de conteúdo para um processo de intervenção neuropsicológica em âmbito escolar.

Conclusão:

O investimento em programas de capacitação de professores em neuropsicologia escolar pode ser uma contribuição para abordagens que busquem o desenvolvimento acadêmico e um aprimoramento da aprendizagem na educação brasileira.

Palavras-chave:
funções executivas; intervenção neuropsicológica; educação; validade de conteúdo; neuropsicologia escolar

Academia Brasileira de Neurologia, Departamento de Neurologia Cognitiva e Envelhecimento R. Vergueiro, 1353 sl.1404 - Ed. Top Towers Offices, Torre Norte, São Paulo, SP, Brazil, CEP 04101-000, Tel.: +55 11 5084-9463 | +55 11 5083-3876 - São Paulo - SP - Brazil
E-mail: revistadementia@abneuro.org.br | demneuropsy@uol.com.br

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[1] Janice R. Pureza. Rua Honório Silveira Dias, 1500/308 - 90.540.070 Porto Alegre RS - Brasil. E-mail: janicepureza@gmail.com


Specialists judges	Educational training area	Higher educational level	Professional area	Length of experience in the professional area
Judge 1	Psychology	Doctoral degree in progress	Neuropsychology	7 years
Judge 2	Phonoaudiology	Doctoral degree in progress	Phonoaudiology and neuropsychology	4 years
Judge 3	Phonoaudiology	Doctoral degree	Phonoaudiology	9 years
Judge 4	Language arts and psychology	Master's degree	Education	5 years
Specialist 1	Phonoaudiology and psychology	Post-doctoral	Neuropsychology	16 years
Specialist 2	Psychology	Doctoral degree in completion	Neuropsychology	8 years
Specialist 3	Psychology	Doctoral degree in completion	Psychology and neuropsychology	12 years


References	Objectives	Target audience	Operationalization
Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program Bierman, Nix, Greenberg, Blair & Domitrovich, 2008 (USA)	• To stimulate the development of social and emotional skills in young children.	• Preschool children • Teachers	• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. • Teachers were monitored and received training during the implementation of the program.
CSRP's Impact on Low-Income Preschoolers' Preacademic Skills: Self-Regulation as a Mediating Mechanism Raver, Jones, Li-Grining, Zhai, Bub & Pressler, 2011 (USA)	• To stimulate school readiness and executive, emotional and behavioral skills in low-income children.	• Preschool children • Teachers	• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. • Teachers were monitored and received training during the implementation of the program.
Promoting Alternative Thinking Strategies Program - PATHS Greenberg et. al., 1995; Riggs et. al., 2006 (USA)	• To stimulate school readiness and executive, emotional and behavioral skills in low-income children.	• Preschool children • Teachers	• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. • Teachers were monitored and received training during the implementation of the program.
Sarilhos do Amarelo Rosário, Nuñes & Gonzales-Pienda, 2007 (Portugal)	• To stimulate self-regulation skills and create opportunities and strategies to increase learning.	• Children aged 5 to 10 years • Teachers	• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers.
Tools of Mind Bodrova & Leong, 2001 (USA)	• To stimulate the growth of basic cognitive skills for literacy.	• Preschool children • Teachers	• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers.
Programa de Intervenção em Autorregulação e Funções Executivas - PIAFEX Dias & Seabra, 2013 (Brazil)	• To increase self-regulation and executive functions in the school setting. • To guide education professionals about EF, emotional regulation and metacognition.	• Children aged 5 to 6 years • Teachers	• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers.
Estimulando funções executivas em sala de aula: o Programa Heróis da Mente (no prelo) Carvalho & Abreu, 2014 (Brazil)	• To stimulate cognitive domains such as attention, memory, self-regulation and planning.	• Preschool children • Teachers	• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers.
Neuroeduca - Inserção da neurobiologia na educação Guerra, Pereira, & Lopes, 2004 (Brazil)	• To guide education professionals to use the knowledge of neuroscience in education and the approach to learning problems.	• Early Childhood Education Teachers • Caregivers of educational centers. • Elementary School Teachers (1^st to 8^th grade).	• - Teachers are the target of the intervention. Steps: • Identification of demand of the teachers. • Discussion about neurobiological foundations of learning process. • Interventions to improve the learning process.
Desenvolvimento de habilidades metacognitivas: capacitação de professores do Ensino Fundamental Busnello, Jou & Sperb, 2012 (Brazil)	• To promote the training of teachers for the development of cognitive, metacognitive and motivational learning in elementary school students.	• Students and teachers of the 5th grade of elementary school.	• Teachers are the target of the intervention. Steps: • Theoretical foundations: metacognition, intelligence, selective attention, reading comprehension, emotion and motivation. • Neuropsychology of the learning process. • Learning difficulties. • Planning activities to develop cognitive and metacognitive strategies with students.


Module / Sessions	Activities	Sources inspiring activities
Planning 3^rd and 4^th session	1. Organization of school backpack 2. Organization of classroom materials 3. Homework organization 4. Organization of a school diary 5. Organization of ideas and information - logical sequencing 6. Organization of ideas and information - storytelling and retelling stories 7. Inventing a story - Part 1 8. Inventing a story - Part 2	1, 2, 3 and 4. Activities of the school routine, redrafted for this program 5. Subtest "figures arrangement" from WISC-III 6, 7 and 8. Activities of reading and interpreting - teaching material (progressive increase in complexity)
Inhibitory control 5^th and 6^th session	1. Play called "Statue" 2. Play called "Musical chairs" 3. Game sounds and movements: "Dancing to the music" 4. Play called "What is the opposite" 5. Cancellation Activities 6. Turning the paths Activities 7. Sometimes yes, sometimes no: visual mode 8. Sometimes yes, sometimes no: auditory modality 9. Mind what you say	1,2 and 3. Children's Play adapted for the program 4. Sites games/children's activities 5. Cancellation Tasks (neuropsychological tests) 6. Trail Making Test (2 levels of complexity) 7. Go/no-go Paradigm (visual) (2 levels of complexity) 8. Go/no-go Paradigm (auditory) (2 levels of complexity) 9. Stroop Activities (2 complexity levels)
Working memory 7^th and 8^th session	1. Time for storytelling - creating a different ending 2. Memory Game: words 3. Memory Game: math operations 4. Activity "what comes before" - visual mode 5. Activity "What comes before" - auditory mode 6. Activity "What are the words?" 7. Joining the dots - geometric figures 8. Word Hunting Activity 9. Numbers Hunting Activity - mathematical operations 10. Domino game - mathematical operations	1. Activities of text reading and interpreting - teaching material (greater level of complexity) 2 and 3. Activities developed for this program 4 and 5. N-back paradigms 1 and 2 - visual and auditory (2 levels of complexity) 6. Span of words in sentences auditory task - Neuspilin 7. Sites game/children's activities 8, 9 and 10. Activities developed for this program
Cognitive flexibility 9^th and 10^th session	1. Activity: Creating figures 2. Categorization Activity 3. Mind games 4. "And now ... what to do?" (Resolution of conflictive situations of everyday life) 5. Retelling stories: new ending for the characters 6. Turning the story backwards 7. A different game (balloons) 8. Activity: understanding the figures 9. Activity: a trip to the desert 10. Activity: finding the color 11. Hangman 12. Tangram 13. Each figure in its place 14. Hidden Word	1. Five point test 2. Activity developed for this program 3. Sites games/children's activities 4. Activity developed for this program 5 and 6. Activities developed for this program (progressive increase in complexity) 7. Activity developed for this program 8 and 9. Activities based on the Wisconsin Card Sorting Test 10. Game sites/children's activities 11. Teaching materials 12. Sites games / children's activities 13. Activity developed for this program 14. Teaching materials