Programa de intervenção em funções executivas pró-aprendizagem acadêmica  para jovens/universitários: Desenvolvimento e evidências de validade de conteúdo

Natália Martins  Dias; David Mesquita da  Costa; Caroline Oliveira Cardoso; Ana Paula Cervi Colling; Rochele Paz  Fonseca

doi:10.22235/cp.v15i2.2394

Autores

Natália Martins Dias Universidade Federal de Santa Catarina http://orcid.org/0000-0003-1144-5657
David Mesquita da Costa Centro Universitário Adventista de São Paulo https://orcid.org/0000-0002-1158-2953
Caroline Oliveira Cardoso Universidade Feevale https://orcid.org/0000-0002-3720-0845
Ana Paula Cervi Colling Pontifícia Universidade Católica do Rio Grande do Sul https://orcid.org/0000-0001-5543-6133
Rochele Paz Fonseca Pontifícia Universidade Católica do Rio Grande do Sul https://orcid.org/0000-0001-6767-8439

DOI:

https://doi.org/10.22235/cp.v15i2.2394

Palavras-chave:

funções executivas, leitura, aprendizagem, universitários, cognição

Resumo

Apesar de atual destaque para programas de intervenção das funções executivas (FE), predominam aqueles para crianças e idosos, com uma lacuna de programas destinados ao público jovem/universitário. O presente estudo apresenta o processo de desenvolvimento de um programa de intervenção em FE em prol da aprendizagem acadêmica para jovens/universitários. O desenvolvimento seguiu 5 etapas: 1) Interna de organização, 2) Construção, 3) Análise de Juízes, 4) Revisão e fechamento, 5) Estudo Piloto. Participaram 8 juízes (etapa 3) e 3 turmas (n = 102) ingressantes no Ensino Superior (etapa 5). Houve elevada concordância entre juízes em relação às demandas e qualidade geral das atividades. Revisão e integração das avaliações quanti e qualitativas dos juízes originou a versão atual do πFex-Academics, com sete atividades estruturadas em três módulos, com foco na aprendizagem e demandas acadêmicas. Estudo piloto revelou boa aplicabilidade. O πFex-Academics constitui-se como ferramenta promissora para estimulação de FE em contexto universitário.

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