Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/15214 |
Resumo: | Introduction: Cognitive-linguistic skills develop throughout childhood and adolescence, and are formed from the union of cognitive, executive and metalinguistic functions, which is very important for school learning. Objectives: (1) to characterize the cognitive-linguistic and scholastic performance of schoolchildren in the initial series of public education; (2) to compare them in order to verify if the groups differ and (3) to reflect on Learning Disorders and the role of educational speech therapy. Methods: Twenty male and female students, aged between 7 and 10 years, from the 2nd to the 3rd school year, were divided into two groups: (GI) 2nd year of primary education and (GII) 3rd year of elementary School. As a procedure, the following protocols were used: Cognitive-language skills assessment protocol - individual version TDE - School Development Test. Results: TDE and PAHCL (individual version): GI and GII are below the expected average, and GII presents with lower score in both protocols, a fact that concerns and reflects throughout the educational process. Conclusion: The existence of the relationship between cognitive-linguistic abilities and school performance. The need to stimulate cognitive linguistic skills for school learning and, that this performance is not only linked to the attribuitions of teachers, it is also one of the responsibilities of the family to stimulate and continue learning process. The importance of the inclusion of professionals as a psycho-pedagogue and speech therapist in the educational team, to help teachers and the family of schoolchildren actively and effectively during the school learning process. |
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Santana, Vitoria SantosCarlino, Fabiana Cristina2022-03-24T20:32:25Z2022-03-24T20:32:25Z2019-03-12SANTANA, Vitoria Santos. Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública. 2019. Trabalho de Conclusão de Curso (Graduação em Fonoaudiologia) - Universidade Federal de Sergipe, Lagarto, 2019.https://ri.ufs.br/jspui/handle/riufs/15214Introduction: Cognitive-linguistic skills develop throughout childhood and adolescence, and are formed from the union of cognitive, executive and metalinguistic functions, which is very important for school learning. Objectives: (1) to characterize the cognitive-linguistic and scholastic performance of schoolchildren in the initial series of public education; (2) to compare them in order to verify if the groups differ and (3) to reflect on Learning Disorders and the role of educational speech therapy. Methods: Twenty male and female students, aged between 7 and 10 years, from the 2nd to the 3rd school year, were divided into two groups: (GI) 2nd year of primary education and (GII) 3rd year of elementary School. As a procedure, the following protocols were used: Cognitive-language skills assessment protocol - individual version TDE - School Development Test. Results: TDE and PAHCL (individual version): GI and GII are below the expected average, and GII presents with lower score in both protocols, a fact that concerns and reflects throughout the educational process. Conclusion: The existence of the relationship between cognitive-linguistic abilities and school performance. The need to stimulate cognitive linguistic skills for school learning and, that this performance is not only linked to the attribuitions of teachers, it is also one of the responsibilities of the family to stimulate and continue learning process. The importance of the inclusion of professionals as a psycho-pedagogue and speech therapist in the educational team, to help teachers and the family of schoolchildren actively and effectively during the school learning process.Introdução: As habilidades cognitivo-linguísticas se desenvolvem ao longo da infância e adolescência e, são formadas a partir da união das funções cognitivas, executivas e metalinguísticas, de caráter muito importante para a aprendizagem escolar. Objetivo Geral: (1) caracterizar o desempenho cognitivo-linguístico e escolar de escolares das séries iniciais do ensino público; Objetivos Específicos: (2) compará-los a fim de verificar se os grupos se diferenciam entre si e, (3) de realizar uma reflexão sobre os Distúrbios de Aprendizagem e o papel da fonoaudiologia educacional. Métodos: Participaram 20 escolares, ambos os gêneros, com idade entre 07 e 10 anos, do 2° ao 3° ano escolar, divididos em dois grupos, sendo: (GI) 2º ano do ensino fundamental e (GII) 3º ano do ensino fundamental. Como procedimento foram utilizados os seguintes protocolos: Protocolo de avaliação das habilidades cognitivo-linguísticas, e versão individual TDE – Teste de Desenvolvimento Escolar. Resultados: TDE e PAHCL (versão individual): GI e GII apresentam-se abaixo da média esperada, sendo que o GII apresentou pontuação inferior em ambos os protocolos, fato que preocupa e reflete em todo o processo educacional. Conclusão: Há existência da relação entre as habilidades cognitivo-linguísticas e o desempenho escolar. A necessidade da estimulação das habilidades cognitivo-linguísticas para a aprendizagem escolar e, que este desempenho não está atrelado apenas as atribuições dos professores, também é uma das responsabilidades da família estimular e dar continuidade ao processo de aprendizagem. E a importância da inserção de profissionais como psicopedagogo e fonoaudiólogo na equipe educacional, para auxiliar os professores e a família dos escolares de forma ativa e efetiva durante o processo de aprendizagem escolar.LagartoporFonoaudiologiaDistúrbios da aprendizagemDistúrbios da linguagemEducaçãoAprendizagemDesempenho acadêmicoCogniçãoLinguagemLearningCognitionLanguageEducationAcademic performanceDesempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede públicaSchool and cognitive – linguistic performance of elementary school students of the public networkinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisUFSDFOL - Departamento de Fonoaudiologia – Lagarto - Presencialreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALVITORIA_SANTOS_SANTANA.pdfVITORIA_SANTOS_SANTANA.pdfapplication/pdf462461https://ri.ufs.br/jspui/bitstream/riufs/15214/2/VITORIA_SANTOS_SANTANA.pdf4fb1e2b46722740a27e50fb8c4471f11MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15214/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51TEXTVITORIA_SANTOS_SANTANA.pdf.txtVITORIA_SANTOS_SANTANA.pdf.txtExtracted texttext/plain42321https://ri.ufs.br/jspui/bitstream/riufs/15214/3/VITORIA_SANTOS_SANTANA.pdf.txtb3196962df340a8e90d1fea18508d401MD53THUMBNAILVITORIA_SANTOS_SANTANA.pdf.jpgVITORIA_SANTOS_SANTANA.pdf.jpgGenerated Thumbnailimage/jpeg1202https://ri.ufs.br/jspui/bitstream/riufs/15214/4/VITORIA_SANTOS_SANTANA.pdf.jpg7c761630acc6be4d07266ed0954637afMD54riufs/152142022-03-24 17:32:25.505oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-03-24T20:32:25Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública |
dc.title.alternative.eng.fl_str_mv |
School and cognitive – linguistic performance of elementary school students of the public network |
title |
Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública |
spellingShingle |
Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública Santana, Vitoria Santos Fonoaudiologia Distúrbios da aprendizagem Distúrbios da linguagem Educação Aprendizagem Desempenho acadêmico Cognição Linguagem Learning Cognition Language Education Academic performance |
title_short |
Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública |
title_full |
Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública |
title_fullStr |
Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública |
title_full_unstemmed |
Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública |
title_sort |
Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública |
author |
Santana, Vitoria Santos |
author_facet |
Santana, Vitoria Santos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santana, Vitoria Santos |
dc.contributor.advisor1.fl_str_mv |
Carlino, Fabiana Cristina |
contributor_str_mv |
Carlino, Fabiana Cristina |
dc.subject.por.fl_str_mv |
Fonoaudiologia Distúrbios da aprendizagem Distúrbios da linguagem Educação Aprendizagem Desempenho acadêmico Cognição Linguagem |
topic |
Fonoaudiologia Distúrbios da aprendizagem Distúrbios da linguagem Educação Aprendizagem Desempenho acadêmico Cognição Linguagem Learning Cognition Language Education Academic performance |
dc.subject.eng.fl_str_mv |
Learning Cognition Language Education Academic performance |
description |
Introduction: Cognitive-linguistic skills develop throughout childhood and adolescence, and are formed from the union of cognitive, executive and metalinguistic functions, which is very important for school learning. Objectives: (1) to characterize the cognitive-linguistic and scholastic performance of schoolchildren in the initial series of public education; (2) to compare them in order to verify if the groups differ and (3) to reflect on Learning Disorders and the role of educational speech therapy. Methods: Twenty male and female students, aged between 7 and 10 years, from the 2nd to the 3rd school year, were divided into two groups: (GI) 2nd year of primary education and (GII) 3rd year of elementary School. As a procedure, the following protocols were used: Cognitive-language skills assessment protocol - individual version TDE - School Development Test. Results: TDE and PAHCL (individual version): GI and GII are below the expected average, and GII presents with lower score in both protocols, a fact that concerns and reflects throughout the educational process. Conclusion: The existence of the relationship between cognitive-linguistic abilities and school performance. The need to stimulate cognitive linguistic skills for school learning and, that this performance is not only linked to the attribuitions of teachers, it is also one of the responsibilities of the family to stimulate and continue learning process. The importance of the inclusion of professionals as a psycho-pedagogue and speech therapist in the educational team, to help teachers and the family of schoolchildren actively and effectively during the school learning process. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-03-12 |
dc.date.accessioned.fl_str_mv |
2022-03-24T20:32:25Z |
dc.date.available.fl_str_mv |
2022-03-24T20:32:25Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/bachelorThesis |
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bachelorThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTANA, Vitoria Santos. Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública. 2019. Trabalho de Conclusão de Curso (Graduação em Fonoaudiologia) - Universidade Federal de Sergipe, Lagarto, 2019. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/15214 |
identifier_str_mv |
SANTANA, Vitoria Santos. Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública. 2019. Trabalho de Conclusão de Curso (Graduação em Fonoaudiologia) - Universidade Federal de Sergipe, Lagarto, 2019. |
url |
https://ri.ufs.br/jspui/handle/riufs/15214 |
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por |
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por |
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UFS |
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DFOL - Departamento de Fonoaudiologia – Lagarto - Presencial |
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