DESENVOLVIMENTO DA LINGUAGEM ESCRITA EM CRIANÇAS DE 10 E 11 ANOS EM SITUAÇÃO DE VULNERABILIDADE: ESTUDO DE CASO SOB A PERSPECTIVA DA NEUROPSICOPEDAGOGIA

Abstract

Redefine curricular strategies can be a major challenge when it comes to post-pandemic schools. The general objective established in this research was to analyze and compare how strategies based on Neuroscience can contribute to an improvement in learning and whether children at greater risk of economic and social vulnerability will have greater cognitive and academic losses in relation to children with greater purchasing power. The research analyzed 120 children from public schools and the research was conducted for 8 months. Among the actions highlighted, different strategies were used to help students advance in both language. Variables such as content lag, social differences, lack of access to cultural and technological events and material resources were highlighted. The study, of an applied nature and of qualitative and quantitative approach, action research was used as a strategy for data collection and analysis. Based on practical and theoretical aspects, the actions were developed based on Neuroscience and Education strategies that aim to improve the academic quality of students who completed Elementary School I. Given the data collection and variables, it was possible to conclude that there were significant advances in all classes analyzed, however the quantitative results in public schools are lower than in private schools. It was concluded that the advances were fundamental for the students, they created emotional bonds with the researcher and reported motivation for reading and writing based on the research, which would see continuity in what they learned.