Desempenho escolar e cognitivo-linguístico de escolares do ensino fundamental da rede pública

Abstract

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.