Aplicabilidade de um programa de intervenção para promover funções executivas

Andressa Machado Cecato; Giovanna Bernardes Cruz; Grace Zauza Prado Amorim; Maria Cristina Triguero Veloz Teixeira; Gabriela Eunju Ra; Luiz Renato Rodrigues Carreiro; Alessandra Gotuzo Seabra

doi:10.51207/2179-4057.20260016

Authors

Andressa Machado Cecato Universidade Presbiteriana Mackenzie
Giovanna Bernardes Cruz Universidade Presbiteriana Mackenzie
Grace Zauza Prado Amorim Universidade Presbiteriana Mackenzie
Maria Cristina Triguero Veloz Teixeira Universidade Presbiteriana Mackenzie
Gabriela Eunju Ra Universidade Presbiteriana Mackenzie
Luiz Renato Rodrigues Carreiro Universidade Presbiteriana Mackenzie
Alessandra Gotuzo Seabra Universidade Presbiteriana Mackenzie

DOI:

https://doi.org/10.51207/2179-4057.20260016

Keywords:

Executive functions, Feasibility studies, Cognition, Educational psychology

Abstract

Executive functions (EF) – inhibitory control, working memory, and cognitive flexibility – regulate cognitive and behavioral processes and are predictors of academic performance. However, EF levels among students remain low, especially after the COVID-19 pandemic. Thus, it is essential to develop tools that help teachers promote these skills and verify whether they are applicable in the school context. This study aimed to analyze the applicability of an EF intervention program from the perspective of the teachers who implemented it. Five teachers from the 1st to 3rd grades of elementary school at a public school participated in the study. They received training and follow-up to implement an EF program. The program was implemented over five months during the school year. Interviews were conducted with the teachers during and after the intervention to collect information and analyze the applicability of the materials. Analysis of the interviews identified three categories: participation, activities, and challenges. Regarding participation, most observed positive changes in student behavior, and some noticed changes in their own behavior. The difficulties pointed out were lack of time, content overload, and absence of a facilitator. All reported that the students were engaged; three considered the activities appropriate, while two pointed out the need for adjustments to the students’ needs. The main challenges were student behavior, time constraints, and lack of materials. In conclusion, according to the teachers, the program was feasible and had positive impacts, especially in improving student behavior and teaching practices, but structural and organizational difficulties hindered its full effectiveness.

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