TEACHERS’ PERCEPTION OF EXECUTIVE FUNCTIONS AND THEIR IMPORTANCE IN THE LEARNING PROCESS

Authors

  • Cláudia Inês Pelegrini de Oliveira Abreu Programa de Pós-graduação em Saúde Coletiva Universidade Federal do Espírito Santo (UFES) / Laboratório de Escrita Científica da Escola Superior de Ciências da Santa Casa de Misericórdia de Vitória (EMESCAM) https://orcid.org/0000-0002-8635-7638
  • Nathalya das Candeias Pastore Cunha Emescam
  • Luiz Carlos de Abreu Programa de Pós-graduação em Saúde Coletiva Universidade Federal do Espírito Santo (UFES) https://orcid.org/0000-0002-7618-2109
  • Italla Maria Pinheiro Bezerra Escola Superior de Ciências da Santa Casa de Misericórdia de Vitória (EMESCAM) https://orcid.org/0000-0002-8604-587X

DOI:

https://doi.org/10.12957/interag.2023.81971

Abstract

Objective: To describe teachers’ perception of executive functions and their importance in the learning process. Method: This is a descriptive study with a qualitative approach, focusing on approaching teachers from Early Childhood and Elementary School I, in order to seek understanding about the importance of developing executive functions for learning and ensuring an education with quality. Results: It is undeniable that improving these skills is crucial to enhancing concentration, focus and autonomy when carrying out tasks. Furthermore, they help in organizing the routine and in the way the child deals with errors and frustrations, being essential to achieve effective results in the teaching-learning process. Conclusion: Certainly, the formation of complete individuals capable of facing the challenges of the contemporary world requires skills beyond the transmission of knowledge by teachers.

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Author Biographies

Cláudia Inês Pelegrini de Oliveira Abreu, Programa de Pós-graduação em Saúde Coletiva Universidade Federal do Espírito Santo (UFES) / Laboratório de Escrita Científica da Escola Superior de Ciências da Santa Casa de Misericórdia de Vitória (EMESCAM)

Master's student in Public Policies and Local Development - EMESCAM. Specialist in Mathematics from Faculdade Integrada de Jacarepaguá - RJ, in Higher Education Teaching from Centro Universitário São José de Itaperuna RJ, in Neuroeducation from Escola Superior de Ciências da Santa Casa de Misericórdia de Vitória - ES (EMESCAM) and Clinical Neuropsychopedagogue from CENSUPEG. Graduated in Mathematics from Centro Universitário São José de Itaperuna RJ, Pedagogue from the University of Northern Paraná (UNOPAR). She has a Teacher Training course (Teaching) from the Eber Teixeira de Figueiredo de Bom Jesus Institute of Education in Itabapoana RJ. Researcher at the Laboratory of Educational Innovations and Neuropsychopedagogical Studies (LIEENp) at CENSUPEG College. Creator of Playful Material for Learning Basic Mathematics Concepts. Author of the book Mathematics training for children and adolescents with autism spectrum disorder from the Psychology and Neuroscience Series of the Psychology and Neuropsychology Service of the Institute of Psychiatry of the Hospital das Clínicas at USP. Owner and Director of Clínica Neuroeducar in Vitória/ES, where she provides clinical services for Neuropsychopedagogical assessment and intervention with support and Psychoeducation for families and schools. She has experience in clinical, school management, educational training and teaching. She has worked in the Education field since 2002.

Luiz Carlos de Abreu, Programa de Pós-graduação em Saúde Coletiva Universidade Federal do Espírito Santo (UFES)

Full Professor at the Federal University of Espírito Santo, UFES, in the areas of Preventive Medicine, Public Health, Epidemiology, Biostatistics and Public Health. He is currently CNPq Researcher 1B in the area of Public Health and Adjunct Associate Professor at the School of Medicine at University of Limerick - Ireland (https://www.ul.ie/ehs/medicine/about/faculty-staff-and-structure /adjunct-faculty) and Researcher / Full Advisor of the Medical Sciences Program at the Faculty of Medicine of the University of São Paulo, Brazil. He is leader of the Brazil/Ireland COVID-19 Observatory with research on incidence, lethality and mortality from COVID-19 in Brazil and Ireland and on strokes with mortality outcomes. He has degrees in Social Work and Physiotherapy.

Italla Maria Pinheiro Bezerra, Escola Superior de Ciências da Santa Casa de Misericórdia de Vitória (EMESCAM)

Productivity Fellow by Fapes/2023 - 2025. Researcher with an emphasis on public policies, health, life cycles and social determinants of health, with training in Social Work and Nursing. Post-doctorate from the University of São Paulo EACH-USP with a focus on technologies and health and from the Federal University of Uberlândia, focusing on epidemiology and health. PhD in Sciences (concentration area: Public health) from the Faculty of Medicine of ABC (2015) and Master's degree in Decision Models and Health from the Federal University of Paraíba (2011). Coordinator and Permanent Professor of the Postgraduate Program in Public Policies and Local Development at EMESCAM. Coordinator of Research and Scientific Initiation at the Santa Casa de Misericórdia School of Sciences in Vitória, ES (EMESCAM). Member of the FAPES advisory team.

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Published

2024-06-27

How to Cite

INÊS PELEGRINI DE OLIVEIRA ABREU, Cláudia; DAS CANDEIAS PASTORE CUNHA, Nathalya; DE ABREU, Luiz Carlos; PINHEIRO BEZERRA, Italla Maria. TEACHERS’ PERCEPTION OF EXECUTIVE FUNCTIONS AND THEIR IMPORTANCE IN THE LEARNING PROCESS. Interagir: pensando a extensão, Rio de Janeiro, n. 36, 2024. DOI: 10.12957/interag.2023.81971. Disponível em: https://www.e-publicacoes.uerj.br/interagir/article/view/81971. Acesso em: 9 may. 2025.

Issue

No. 36 (2023): Julho - Dezembro

Section

ARTIGOS

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