(Des) Atenção na escola? Dá um “busca” na Unicamp! O olhar da Universidade de Campinas aos mecanismos atencionais na educação escolar

Abstract

This study presents a review of the scientific literature, gathered by the Library System of the State University of Campinas, UNICAMP, in the last ten years, regarding the executive function attention in students of the initial grades of school education considering the cut of low executive functionality and seeking prove the initial hypothesis that the studies available on the topic are insufficient to guarantee a comprehensive, integrated and diversified state of the art on this issue. Developed considering the perspective of Psychogenetic and Epistemological Theories, by Piaget and Vigosky, as well as the thinking of authors such as Luria (1981), Goleman (2013) and Cury (2012), it focused, qualitatively, on the theme addressed in order to determine the presence, in the database, of studies on care that emphasize the promotion of attentional mechanisms in typical neurophysiologically students, who, however, have low attentional functionality during the initial grades of school education and, it was due to the recognition of the importance of attention to the qualification of the perceptual processes of being and to the individual's adaptive action, in relation to the psychological, emotional and environmental demands of which school learning is part. Also, due to the recurring perception that there are countless numbers of students, in normal functional neurophysiological conditions, who do not reach the level of executive, conscious and competent applicability, necessary for cognitive success, as they do not have, concomitantly associated with levels of maturation neurophysiological, the social experience so that the skill is carried out efficiently. Having his writing organized in chapters that present the investigative path taken, he points out as a result, the proof of the initial hypothesis of insufficient studies in the investigated area and suggests, due to the scarcity of works related to the object of study, the need for new research agendas that seek to expand and qualify strategies to promote attention in the learning of students with low attentional functionality.